Abstract
Test-anxious and non-test-anxious students performed a letter classification task under speeded and unspeeded conditions. The speed and accuracy of the students’ “same-different” judgments were analyzed to reveal effects of group, response deadline, and presence of an exam. Test-anxious students were found to respond slower than non-test-anxious students, and this group difference was not influenced by emphasis on speed or accuracy, or by the presence of an exam.
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