s in test anxiety among high school students was a greater role expectation conflict among females than among males. Similar cross-cultural findings were reported by Sud (1990, pp. 69-75) on the basis of a separate study. This study included subjects from both India and Italy. A later study conducted by Sud (1991, pp. 131-136) examined test anxiety among high school students in India and the United States. This latter study failed to find differences in levels of test anxiety experienced by female and male high school students; however, Sud (1991, pp. 131-136) did report that in both India and the United States levels of test anxiety were higher among high school students of both genders than among college students.
El-Zahhar and Hocevar (1991, pp. 238-249) examined test anxiety among high school students in Brazil, Egypt, and the United States. The findings of this study also indicated that test anxiety in all three cultures was higher among female high school students than among male high school students. El-Zahhar and Hocevar (1991, pp. 238-249) reported, however, that the gender differences in relation to test anxiety were more pronounced in both Brazil and Egypt that in the United States. The explanation offered for culturally-related differences in text anxiety between genders were the importance of the consequences associated with superior performance in high school in both Brazil and Egypt as opposed to the United States. Poor or sub-standard academic performance in high school in the United States seldom precludes college or university attendance, where poor or sub-standard academic performance in high school in both Brazil and Egypt almost always ends an individual's academic program.
On balance, the literature indicates that higher levels of text anxiety are experienced by female high school students than by male high school students. Higher expectations of role conflict among female high school students is off...