This study examined the relationships between the internal-external control and test anxiety constructs, and academic achievement. 87 college students were administered the I-E scale, Achievement Anxiety Test and the Academic Internal-External Control Scale, the latter developed for this research. Analyses of variance indicated that Ss experiencing facilitating test anxiety had significantly higher grade-point averages than those experiencing debilitating test anxiety. The hypothesis that internals would be more successful academically than externals, was not supported.
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