ABSTRACT
In the review of research on the interaction between anxiety and different instructional treatments (see Chapter 6) few consistent interactions were reported. Similarly, many inconsistent findings have been reported in other chapters of this book dealing with the relationship between anxiety and instruction. My purpose in this chapter is to elaborate a tentative model for heuristic purposes which attempts to bring order out of some of the discrepant research findings, and hopefully serve as a guideline for research strategy on the effects of anxiety on instruction.
