ANXIETY, COGNITIVE INTERFERENCE, AND SCHOOL PERFORMANCE OF ITALIAN CHILDREN

The relationship between test-anxiety and school performance is though t to be mediated by stress of cognitive appraisal and interference. Wo rry appears to be the critical component of test-anxiety which affects task performance done in the USA. The present goal was to investigate relationships among cognitive interference, test-anxiety, and school performance of Italian children, 11 to 13 years old (150 boys, 150 gir ls). The results show that prior findings are applicable to the Italia n youngsters, namely, that cognitive interference is positively relate d to test-anxiety and both are related to school performance.