Abstract
142 upper-division university students' predictions of their performance on two examinations were compared by test anxiety, as determined by a measure of state-test-anxiety. The students' predictions significantly differed by test anxiety; the predicted score was inversely related to test anxiety. For the group as a whole, the accuracy of the predictions did not differ by level of test anxiety. The accuracy of predictions by females for one examination differed significantly; the highly test anxious students had greater accuracy. Additional studies of students' expectations, as well as their performance goals, will provide data useful to planning interventions for test anxiety.
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