DOMAIN-SPECIFIC TEST ANXIETIES IN ELEMENT ARY-SCHOOL-CHILDREN - AN ANALYSIS OF THEIR DIFFERENTIAL RELATIONS TO ACADEMIC SELF-CONCEPT AND ACHIEVEMENT

In a study with 138 fourth-graders the subject-specificity of their re sponses to spelling- and mathematics-related test anxiety ratings was examined with respect to corresponding measures of academic self-conce pt and achievement. Both test anxiety ratings were correlated moderate ly. Multiple regression analyses showed that test anxiety scores in sp elling (in mathematics) could be best predicted by self-concept and ac hievement scores in spelling (in mathematics). Altogether, results pro vided clear support for the need of subject-specific conceptualization and measurement in test anxiety research.