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Effects of modeling and ongoing psychological stress on learning performance and state anxiety of high test anxious students.
Highly test anxious persons perform more poorly on tests than do low test anxious persons, particularly when tests are administered under stressful, evaluative conditions. The literature reviewed in this introduction suggests that this performance difference is
largely due to a difference in the attentional focuses of high and low test anxious persons during task performance. The highly test anxious person is internally focused on self-evaluative, self deprecatory thinking, and the perception of his autonomic responses.
Since the difficult tasks on which the test anxious person does poorly require full attention for adequate performance, he cannot perform adequately while dividing his attention between internal and task cues.