Components of Test Anxiety Measured in and Out of Explicitly Defined Situational Contexts

Abstract

This study examined two different ways of operationally defining the component of worry of the test anxiety construct. It was hypothesized that worry explicitly embedded in an interpersonal context provided a more valid empirical representation than when context is not taken explicitly into account. This prediction was supported by data from both sexes. Also, somewhat different evaluative contexts may operate for the two sexes within an achievement setting.