Abstract
Using data collected over five years for an introductory economics course, this study investigates the relationship between anxiety, test-taking aid, and test performance. The results show that test aid is associated with a 0.21 standard deviation increase in test scores. Although anxiety decreases test performance, accounting for anxiety does not eliminate the significant impact of test aid. The positive impact of test aid has heterogenous effects. Test aids play a moderating role in reducing unwanted stress while maintaining test integrity. Our results suggest that the effect of high anxiety may have implications for a student's academic trajectory.
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