Children with high test anxiety are more likely to exhibit performance decrements under evaluative situations, to repeat a grade, and to experience other forms of anxiety and depression than children with low test anxiety. Two types of test anxiety have been proposed for adults: Type A, a circumscribed anxiety only in testing situations, and Type B, test anxiety with concurrent general anxiety and worry in other areas. The primary purpose of this study was to apply the concept of Type A and Type B test anxiety to children and adolescents. An attempt was made to determine what factors differentiate Type A and Type B test anxiety in children and adolescents. A second purpose of this study was to investigate gender and age differences in test anxiety and its correlates.

574 subjects from fourth, seventh, and tenth grade classrooms in Montgomery County Public Schools participated in the study. These subjects were divided into four categories: Type A (hi test/lo general anxiety), Type B (hi test/hi general anxiety), lo test/hi general anxiety, and lo test/lo general anxiety. Subjects were administered questionnaires on test anxiety, general anxiety, depression, fear, and cognitions. In addition, school grades, school absences, and achievement and ability test scores were examined.

There were almost four times as many Type B children than Type A children in this sample. Results indicated that there were no differences between children with Type A and children with Type B test anxiety on the above-mentioned measures. However, children with test anxiety, whether Type A or Type B, were more likely to report higher levels of general anxiety, depression, and fear and to experience cognitive interference during test-taking. Children with test anxiety were also more likely to have lower grades in school and to sore lower on achievement and ability tests. In this sample, females consistently scored higher on the self-report measures, but no age differences were found. It was suggested that the lack of Type A/Type B differentiation may have been due to the presence of negative affectivity in children, differences between adults and children, or methodological issues. issues for future research were discussed.