Behavior of high, moderate, and low test anxious students during an actual test situation.

A 3 by 2 by 3 Test Anxiety Level by Level of Past Academic Performance by Point of Assessment factorial design was employed to examine effects on 8 dependent variables: positive thoughts; negative thoughts; evaluation, potency, and activity semantic differentials; history test grade; bodily sensations; and Subjective Units of Disturbance Scale score. Results with 231 college students indicate that low test anxious Ss differed significantly from high test anxious Ss on all 8 dependent variables. Level of test anxiety had a significant effect on each dependent variable. In addition, Ss with high GPAs received significantly higher test grades and reported more bodily sensations indicative of arousal than Ss with low GPAs. Ss assessed toward the end of the test (last 10 min) reported significantly more negative thoughts and bodily sensations than Ss assessed after reading the history test questions for the first time (beginning) or at the middle of the test. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)