Abstract
Multivariate regression analysis of academic aptitude, test anxiety, and self-report study data from 122 undergraduates indicated high school rank to be the best predictor of grade point average. The number of days Ss reported studying and one test anxiety scale also added significantly to the prediction. Analysis of the study-relevant variables across the semester indicated differential patterns of study existed for students with good, average, and poor grades. The relative independence of test anxiety and study behaviors suggested that the latter class of variables might profitably be used to increase prediction of academic performance.
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