Two investigations of the relationship between “worry” (W) and “emotionality” (E), components of test anxiety, and performance expectancy are reported. Undergraduate and graduate students responded to a modified form of Mandler and Sarason's TAQ containing 5 W and 5 E items. W was found to be negatively related to expectancy. E was not consistently related to expectancy but varied as a function of the external cues of the testing situation.
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