The relationship between primary school childrens’ test anxiety and academic performance. Journal of Educational Psychology, 97(2), 268-274. Test anxiety and academic performance in undergraduate and graduate students. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. Contemporary Educational Psychology, 27, 270-295. Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 51, 11-21. Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory. Universal Journal of Educational Research, 1(3), 204-208. Anxiety, self-efficacy, and college exam grades. Journal of Psychiatric Nurses, 1(1), 18-24. The relationship between self-perception and psychiatric symptoms in a group of students preparing for the university entrance examination. Barlas, G., Karaca, S., Onan, N., & Isıl, O.South African Journal of Education, 39(1). The relation between intellectual risk-taking regarding science classes and test anxiety inventory of secondary school. Bal-Incebacak, B., Yaman, S., & Sarisan-Tungaç, A.Sınav kaygısı envanterinin Türkçe formunun oluşturulması ve güvenirliği. Keywords: Test Anxiety, Test Performance, High School, Affective, Cognitive Appropriate implications for practitioners, policymakers, and researchers are discussed. However, test anxiety's cognitive and emotional components had negative significant but weak relationships with test performance in only the high-achiever group. The findings showed that the cognitive and affective components of test anxiety did not account significantly for the variance of test performance on the UEE controlling for gender in the three groups. The study participants were 264 12th-grade students from schools representing low-, mid-, and high-achievement groups.
The current study aimed to examine the associations between the cognitive and affective components of test anxiety with the performance of the high-stakes exam (University Entrance Exam [UEE}) in low-achiever, mid-achiever, and high-achiever groups after controlling for gender. One of the variables that can influence the performance of high-stake exams is test anxiety. The high-stakes exams are administered to the candidates to determine their placement into university programs.
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