Cognitive interference or skills deficit: An empirical test of two competing theories of test anxiety

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Abstract
Two competing explanations of the role of test anxiety, cognitive interference or poor academic skills, are examined empirically using structural equation models of reading comprehension and mathematics. We examined the performance of 211 participants (96 males and 115 females) on two standardized achievement tests. Prior achievement (a proxy for academic skill), test anxiety, and their interaction were represented in the structural equation models as causal influences on performance. Results suggest that the cognitive component of test anxiety (worry) and prior academic achievement contribute independently, not interactively, to performance on both measures. Findings are discussed in terms of their implications for test anxiety theory and achievement testing.

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