The influence of cognitive test anxiety across the learning–testing cycle

This study tested the hypothesized negative impact of cognitive test anxiety in the test preparation, performance, and reflection phases. Data available from the participants (n = 124) included test anxiety, study skills, perceived threat of tests, and performance attributions. Preparation phase data revealed, compared to their counterparts, that students with high-cognitive test anxiety reported lower study skills (d = 0.83), rated tests as more threatening (d = 1.18), and prepared less effective test notes. Performance phase effects revealed that the high-anxiety group performed worse on tests (d = 0.96) and reported higher levels of emotionality (d = 1.42). Test reflection phase reports demonstrated a relationship between cognitive test anxiety and helplessness attributions. The results are interpreted through a process model, proposing that cognitive test anxiety is associated with detrimental perceptions and behaviors in all phases of the learning–testing cycle.