One hundred and seventy-eight form 1 high school students completed the Test Anxiety Scale for Children [TASC] and the Self-Concept Scale for Children [SCSC] both before and after taking a vocabulary test. Half the students experienced success in this test; the other half experienced failure. Comparison of students' TASC scores indicated that the success group recorded a lower test-anxiety score on the posttest than they had done on the pretest, while the failure group's TASC score had shown an increase. No such change was observed when SCSC scores were compared. The implications of these findings are discussed.
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