Sex Differences in the Relationship between Test Anxiety and School Performance

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Abstract
The present study was designed to examine the relationship between test anxiety and school performance in light of the achievement motivation theory. The reasoning was based on the following assumptions: (a) subjective probability of failure (Pt) in school work is determined by the individual's knowledge of his own relative ability; (b) Pt is inversely related to the pupil's level of ability; (c) girls overestimate their Pt; (d) girls have a smaller spread in Pt than have boys. Taking these assumptions into account implied that in a traditional classroom in which ability is heterogeneous, only boys of moderate ability should have their test anxiety (Mt) strongly aroused and the resulting interference should deteriorate their performance. Neither the very bright nor the very dull boys should have their test anxiety (Mt) much aroused, and it should have no negative effects on their performance regardless of its strength. Further, girls of high ability should have their test anxiety (Mt) strongly aroused, while moderate and especially low ability girls should not have their Mt much aroused. The pattern of the results was mostly in accordance with the reasoning underlying these predictions.

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