Text anxiety on cognitive ability test can result in differential predictive validity of academic performance

This paper investigates whether test anxiety leads to differential predictive validity in academic performance. Our results show that the predictive validity of a cognitive ability test, using final exam performance as a criterion, decreased a small amount as Worry (the cognitive aspect of anxiety) increased but was unaffected by Emotionality (the physiological aspect of anxiety). These results suggest that cognitive ability tests may be more useful as predictors of performance for low anxiety test-takers. These findings are discussed in the context of the interference and deficit perspectives of test anxiety.

► We investigated whether test anxiety leads to differential predictive validity. ► The predictor was a cognitive ability test (CAT). ► The criterion was final exam performance in a university course. ► The predictive validity of the CAT decreased slightly as Worry increased. ► The predictive validity of the CAT was unaffected by Emotionality.