Abstract
Research on anxiety in an academic examination situation has predominantly focused on making use of specific test anxiety models and measures. The present study focused on multidimensional trait anxiety and coping styles and their relationship with situation specific coping responses, state anxiety and academic performance. It was expected that Social Evaluation trait anxiety and Emotion oriented coping would be significant positive predictors of state anxiety in a stressful examination situation; it was also expected that these variables would be negative predictors of academic performance. Task oriented coping was expected to be a positive predictor of grades in the stress situation. The results found that state anxiety is predicted by Social Evaluation trait anxiety. Emotion oriented coping response, and Avoidance oriented coping response; a relatively strong relationship was found between specific coping styles and situation specific coping responses. Exam grade was related to the Task coping dimension but only for men.
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