TEST ANXIETY IN ADOLESCENTS WITH LEARNING-DISABILITIES AND BEHAVIOR DISORDERS

This study investigated the relative influence on test anxiety of acad emic self-concept, cognitive interference, academic achievement and st udy skills, with 82 adolescents with learning disabilities and behavio r disorders who were enrolled in a small, private, special education d ay school. Subjects completed various measures of anxiety, academic pe rformance, did other assessments; and correlation and stepwise multipl e-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 anx iety nnd study habits. Cognitive interference was the most powerful pr edictor of test anxiety