This study investigated the relative influence on test anxiety of academic self-concept, cognitive interference, academic achievement, and study skills, with 82 adolescents with learning disabilities and behavior disorders who were enrolled in a small, private, special education day school. Subjects completed various measures of anxiety, academic performance, and other assessments; and correlation and stepwise multiple-regression procedures were used to analyze the data. Results showed a significant positive relationship between test anxiety and cognitive interference and a significant negative relationship between test anxiety and study habits. Cognitive interference was the most powerful predictor of test anxiety.

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Findings indicate the protective effect of school connectedness on trait anger, anger-out, and behavior control in school-aged children, regardless of race or gender. The protective effect of school connectedness on stress and social confidence may depend on race.

Gaining access to the schools and recruiting children as research participants are challenging tasks. To facilitate gaining access to the schools, multiple strategies are necessary, including understanding specific characteristics of the schools, using the proper lines of authority and communication, identifying the gatekeepers, and persuading the schools of the significance and mutual benefits from the study. Once access is gained, strategies for successful recruitment of children include use of developmentally appropriate motivators and incentives; multilevel communications with administrators, principals, teachers, staff, parents/guardians, and children; and provision of privacy and confidentiality during data collection and sharing of the findings. Specific examples from an ongoing study are used to illustrate helpful strategies.

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