This study investigated the relative influence on test anxiety of academic self-concept, cognitive interference, academic achievement, and study skills, with 82 adolescents with learning disabilities and behavior disorders who were enrolled in a small, private, special education day school. Subjects completed various measures of anxiety, academic performance, and other assessments; and correlation and stepwise multiple-regression procedures were used to analyze the data. Results showed a significant positive relationship between test anxiety and cognitive interference and a significant negative relationship between test anxiety and study habits. Cognitive interference was the most powerful predictor of test anxiety.
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