Test Anxiety and Defensiveness against Admission of Test Anxiety Induced by Frequent Testing

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Abstract
Manipulatable test anxiety and manipulatable defensiveness against admission of test anxiety were studied in 93 pupils in third-grade arithmetic over 1 mo. under two conditions of arousal, daily testing and daily practice. The results were discussed in the light of their predispositional state counterparts. Test anxiety was significantly and positively correlated with defensiveness and negatively with immediate posttest achievement. Defensiveness against admission of test anxiety was not correlated with achievement. No difference between daily testing and daily practice with respect to test anxiety or manipulatable defensiveness could be found on either the immediate or delayed achievement posttests. It was concluded that manipulatable test anxiety and defensiveness are not nearly as potent as the effects of their predispositional counterparts.

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