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Abstract
Aptitude, achievement test scores, and academic performance are increasingly used in evaluating applicants for admission into college. The purpose of this research was to determine the effects of test anxiety on student achievement (ACT) for high school students. The researcher further studied the relationship between other variables that may impact achievement. Data on a group of 200 high school students in eleventh grade was collected. These students were administrated the Test Anxiety Inventory to determine anxiety levels. Multiple regression was used for each individual predictor to determine if there were any correlations between them. Results of this study indicated there is a relationship between anxiety and achievement. Independent samples t tests showed no differences between genders on test anxiety.
