An additive model of test anxiety: Role of exam-specific expectations.

Abstract

The study tested a hypothesis whereby anxiety concerning examinations covering different subjects is an additive function of dispositional test anxiety and the anticipated results of individual tests. This hypothesis was generated on the basis of the integration of test anxiety theory and appraisal models of emotion. The study involved 118 students who took 3 examinations during the course of a Scholastic Aptitude Test preparation class, namely Quantitative, Verbal, and English (as a foreign language). Results with a repeated-measures design indicated that expected success, measured with self-efficacy for grade attainment 3 days before each test, incrementally predicted anxiety level during the test (i.e., beyond the prediction offered by test anxiety [trait], general efficacy [trait], and self-efficacy ratings for the previous exam). The same results were obtained when anxiety level was residualized on the basis of anxiety level associated either with the previous exam or with the Quantitative exam. These data indicate that anxiety level associated with different exams is an incremental function of dispositional and situational factors.