Cognitive Behavioral Model of Test Anxiety in a High-Stakes Context: An Exploratory Study

A cognitive behavioral model of test anxiety among school-aged children has yet to be empirically evaluated. The present study evaluates a cognitive behavioral model of test anxiety occurring in a high-stakes context using structural equation modeling. A sample of 1,248 high school students in six high schools completed measures of test anxiety, self-efficacy, school climate, perceived test importance, and demographic information to evaluate a proposed test anxiety model that includes cognitive processes, learning experiences, demographic characteristics, social context, and environmental contingencies as predictors. The resulting model suggests a dynamic interplay among variables and significantly advances our understanding of the factors related to the manifestation of test anxiety in a high-stakes context. Implications for assessment, treatment, and research with test anxiety are considered.