Cognitive-attentional test anxiety theory posits that test-anxious individuals direct attention internally, thus interfering with task-relevant information processing. Nevertheless, working-memory deficits are often obscured by compensatory exertion of increased effort by anxious subjects on cognitive tasks. Failure to identify anxietyspecific performance decrements has led some authors to replace the test anxiety construct with one emphasizing skill deficiencies. This investigation examined whether information-processing deficits are inherent sequelae of test anxiety or merely reflect lowered exam-taking ability in test-anxious persons.
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Cognitive-attentional test anxiety theory posits that test-anxious individuals direct attention internally, thus interfering with task-relevant information processing. Nevertheless, working-memory deficits are often obscured by compensatory exertion of increased effort by anxious subjects on cognitive tasks. Failure to identify anxietyspecific performance decrements has led some authors to replace the test anxiety construct with one emphasizing skill deficiencies. This investigation examined whether information-processing deficits are inherent sequelae of test anxiety or merely reflect lowered exam-taking ability in test-anxious persons.
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