Efficiency in measuring the effect of anxiety upon academic performance

The extent to which academic examination performance could be predicted from several measures of academic achievement anxiety was tested by 3 studies. To attain the most efficient predictive utility from the shortest amount of testing time, interaction effects between selected anxiety measures were determined, expressed as cross products, and included as independent variables in each multiple-regression equation. The dependent variable was score on a final examination in introductory psychology. Prediction of examination performance was better for female than male Ss.