Abstract
Text anxiety research in West German schools is explored and measures currently used are described. Test anxiety is examined in relation to academic achievement research and theory. Distinctions between state and trait anxiety and between worry and emotionality are discussed. Test anxiety is investigated both in the traditional tripartite school system as well as in the non-traditional unitary comprehensive school. Results of several longitudinal studies point to the findings that there are socialization effects as explained by reference group theory and that these effects also are specific to the particular learning environment which the students experience in each school system. Future directions of test anxiety research in West German schools are explored.
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