The objective of this study was to determine the relationship between test anxiety and academic performance among students in Nyeri district, Kenya. The correlational study design was used. The study was carried out among form four students together with their teachers. The target population was 83,000 students and 600 teachers from the District. Eighty students from four schools and 12 teachers were randomly sampled. Three instruments prepared by the researchers were administered, that is, a Students' Questionnaire, a Teachers' and a Students' Interview Schedules. The results showed that there is a statistically significant difference (P < 0.01, t = -3.736) between test anxiety levels before and after examinations. High anxiety is experienced before the examination in all subjects. It was also established that both girls and boys are equally affected by test anxiety. The results showed that teachers do not adequately help students cope with test anxiety. There was no significant relationship (r = 0.06) between test anxiety and academic performance. It was recommended that a curriculum that is inclusive of strategies of coping with test anxiety be developed.

Four hundred and fifty six third year undergraduate students from the University of Nairobi, Kenyatta University and Egerton University were studied to find out the influence of self-concealed psycho-social factors as predictors on the effectiveness of sexual self-disclosure during voluntary counselling and testing among university students in Kenya. Results revealed there is a significant relationship between self-concealed psycho-social factors and sexual self-disclosure. Students' marital status, relational mobility and cues that relate to privacy were found to be the best predictors of sexual self-disclosure by determining details of how much sexual information they disclosed during voluntary counselling and testing. Implications of these findings and recommendations for further research are discussed.