Abstract
The purpose of the present study was to examine the relation between test anxiety, self-efficacy, self-regulated learning, and test performance, in order to be able to develop methods for remedial intervention. The hypotheses were as follows: (1) self-regulated learning has a direct effect on test performance,(2) self-regulated learning influences test performance indirectly via constructs concerning test anxiety, and (3) self-regulated learning influences test performance indirectly via constructs concerning self-efficacy. Participants in the study were 4th graders (37 boys, 45 girls). Data were collected from the students' performance on an actual classroom arithmetic examination. The relation between the variables was investigated by means of structural equation modeling (SEM). The results indicated that self-regulated learning did not have a direct effect on test performance nor an indirect effect via constructs concerning test anxiety, but influenced test performance indirectly via constructs concerning self-efficacy.
