An ACT assessment and measures of test anxiety and self-concept were administered to 217 high school students. Results indicate that test anxiety and self-concept were related independently and approximately equally to student academic achievement, overall and across all four content subareas. (KS)

Studied test anxiety among academically talented high school students (n=103), assessing cognitive and physiological components. Results indicated students suffered from test anxiety, with higher anxiety related to lower science performance. Females experienced higher worry than emotionality, while little difference in components was found for…

Assessed multitrait-multimethod validity of 2 anxiety traits (worry and emotionality) as measured by test and mathematics anxiety instruments among 175 junior and senior high school students. Findings revealed that the four subscales apparently measured a single construct. Also, all four subscales were pervasively influenced by quantitative…

This study assessed efficacy for self-regulated learning, academic performance, and test anxiety among junior high and high school students (n=103). Surveys indicated that students who perceived themselves as more capable of self-regulated learning tended to have higher academic achievement, and the association seemed to be unaffected by amount of…

This study assessed the influence of test anxiety and self-concept, both independently and in combination, on student test performance across four subject matter areas: (1) English; (2) mathematics; (3) reading; and (4) science. Public high school students (N=217) in northern Oklahoma were administered an American College Testing Program (ACT)…