ABSTRACT
This chapter aims to investigate the relation between test anxiety, intelligence, and academic performance for Czechoslovakian school boys and girls. Differences in the effects of test anxiety and ability on academic achievement have also been reported in cross-cultural research. Liebert R. M. and Morris L. W. were the first to introduce the conceptualization of test anxiety as consisting of two major components: worry and emotionality. The worry-emotionality distinction in test anxiety research has focused on state test anxiety, with little attention devoted to the question of whether this distinction was also viable with regard to test anxiety as a personality trait. The models for the confirmatory factor analyses, using conventional coding procedures were prescribed as follows: Matrix U was restricted to be the diagonal, and, simultaneously, one general factor was hypothesized, with the factor matrix A consisting of a single column with unity loadings.
