sed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. Abcording to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of standardized testing and its related procedures, it is thus little wonder that test anxiety is extremely common, particularly in the case of subjects such as Math and Science.
Other researchers such as Lee (1999) have generated data to explain why students with test anxiety perform poorly when confronted with difficult tasks o
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