This study examined the relationship between two aspects of the TAQ, identified as “worry” and “emotionality,” and performance expectancies on a college examination. For this purpose, a short Pre-examination Questionnaire was developed. As predicted, worry (W) was inversely related to performance expectancy. No relationship between expectancy and emotionality (E) was found.

Reviews the literature generated by R. M. Liebert and L. W. Morris's (1967) 2-component conceptualization of anxiety, specifically test anxiety, and other related theoretical and research programs. It is concluded (a) that the inverse relationship between anxiety and various performance variables under appropriate conditions is attributable primarily to the worry–performance relationship, supporting a cognitive–attentional view of performance deficits; (b) that the 2 components are probably aroused and maintained by different aspects of stressful situations; certainly worry may or may not be accompanied by the emotional component; and (c) that efforts to apply the distinction to the development of more effective treatment techniques have been productive. Recent advances in assessment are noted, and a revised worry–emotionality questionnaire is presented, along with the factor-analytic evidence on which it is based. A social learning position is used to provide further theoretical perspective. (2½ p ref)

The relationship of cognitive (Worry) and emotional (Emotionality) components of test anxiety to pulse rate, performance expectancy, and actual examination grades was determined for samples of both high school and college students. For both samples, two of the three major predictions received support: (a) Worry was found to be more highly negatively related to examination grades than was Emotionality or pulse rate and (6) Worry was more highly negatively related to expectancy than was Emotionality. However, pulse rate was no more highly related to Emotionality than to Worry, suggesting that questionnaire and direct measures of autonomic arousal are less closely related than has been generally assumed.

The timed subtests of the WAIS were administered to 48 Ss, only half of whom were aware of being timed. The Ss were divided into four groups on the basis of their response to 15 worry items and IS emotionality items taken from the Taylor Manifest Anxiety scale. Low-worry Ss who were "timed" were superior to those who were "untimed," whereas high-worry Ss tended to perform more poorly under the "timed" than the "untimed" condition. This Worry X Timing interaction closely parallels the "Anxiety" X Timing interactions found by others. Emotionality was not found to interact with the task variables.The major formulations of the relationship of anxiety to performance Spence, 19S8) have led to an examination of various aspects of performance situations, some of which have differential effects on high-and low-anxious 5s. One factor to which attention has been directed in this regard is the timing of performance. Thus, Matarazzo, Ulett, Guze, and Saslow (1954) found anxiety, measured by Taylor Manifest Anxiety (MA) scale scores, to be negatively related to scores on a timed intelligence test, but unrelated to scores on untimed measures of intelligence. Similarly, Siegman (1956) administered the MA scale and the Wechsler Adult Intelligence Scale (WAIS), compared the performance of the high-and low-anxious Ss on the timed and untimed subtests, and found that "only the high MAS scorers had significantly lower scores on the time-limited subtests of the WAIS [p. 177]." And, in an experimental study, Sarason, Mandler, and Craighill (1952) found high-and low-anxious Ss, identified by Test Anxiety Questionnaire (TAQ) scores, to be differentially affected by different instructions involving the timing of a task. Specifically, Sarason et al. gave college

Two investigations of the relationship between “worry” ( W) and “emotionality” ( E), components of test anxiety, and performance expectancy are reported. Undergraduate and graduate students responded to a modified form of Mandler and Sarason's TAQ containing 5 W and 5 E items. W was found to be negatively related to expectancy. E was not consistently related to expectancy but varied as a function of the external cues of the testing situation.