Context of assessment changes relationships between test anxiety and related variables

Abstract

This study investigates the relationship between test anxiety, affect, self-esteem, self-efficacy, and achievement when test anxiety is evaluated in two different contexts: separated from a specific testing situation (a trait measurement) versus referenced to a specific test and assessed immediately following that test (a state measurement). Participants were 350 (112 male, 237 female, one not stated) undergraduate students. Findings indicated that the relationship between assessed variables differed between testing contexts, with test performance a significant predictor only in measurement of state test anxiety, and sex and negative affect significant predictors only in measurement of trait test anxiety. Self-esteem and self-efficacy predicted test anxiety measured in both contexts. Differences between men and women were also noted. Results of the study emphasise the importance of context in test anxiety assessment and experience and provide support for a self-regulative model of test anxiety.