Personal and situational predictors of test anxiety of students in post-compulsory education.

Background: Recent models of evaluation anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of test anxiety, but do not theorize a route for situational influences.

Aim: To investigate the relationship between test anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals.

Sample: One-hundred and seventy five students at a sixth-form college following pre-degree courses in Psychology and Sociology.