| Q51364875 | A Dynamic Theory of Anxiety and Hysteria |
| Q51324338 | A comparison of group desensitization with two control procedures in the treatment of test anxiety |
| Q47931042 | A conceptual view of test anxiety |
| Q39522093 | A holistic technique to lower anxiety: relaxation with guided imagery |
| Q51349932 | ANXIETY, ANXIETY REDUCTION AND MOTIVATING INSTRUCTIONS IN HUMAN LEARNING AND PERFORMANCE. |
| Q79669952 | Achievement-related motives and goal setting under different conditions |
| Q51346750 | Achievement-related motives and risk-taking in games of skill and chance1 |
| Q57824038 | Advances in test anxiety research |
| Q51321572 | Amount of body movement as an indicant of task-irrelevant test anxious responses. |
| Q41461278 | Amount of manifested test anxiety in the heterogeneous classroom |
| Q39111484 | An evaluation of outcome variables in the systematic desensitization of test anxiety |
| Q41625972 | Anagram solution time and effects of distraction, sex differences, and anxiety. |
| Q44952572 | Anxiety and achievement of grammar school boys |
| Q51324896 | Anxiety and arousal. |
| Q37529709 | Anxiety and decision-making: toward a neuroeconomics perspective |
| Q41507694 | Anxiety and problem solving in middle-aged and elderly adults |
| Q51344473 | Anxiety drive, anxiety habit, and achievement: a theoretical reformulation in terms of optimal motivation1 |
| Q51339583 | Anxiety, choice, and stimulus uncertainty1 |
| Q51336120 | Automated group desensitization for test anxiety |
| Q58281016 | Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ) |
| Q51320360 | Construct validity, disconfirming evidence and test-anxiety research |
| Q48870903 | Coping with test stress: Microcomputer software for treatment of test anxiety |
| Q51304180 | Cross-modal measurement of test-anxiety. |
| Q51316720 | Digit Symbol Performance and Self-Report of Anxiety |
| Q51353977 | EFFECT OF ANXIETY ON REAL AND IDEAL VOCATIONAL ASPIRATION AMONG GRAMMAR SCHOOL BOYS. |
| Q51354037 | EFFECTS OF MOTIVATION ON PROBABILITY PREFERENCES. |
| Q51351310 | EFFECTS OF TEST ANXIETY ON "REAL-LIFE" EXAMINATIONS. |
| Q51310190 | Effect of peer-induced anxiety on a problem-solving task. |
| Q49123400 | Effects of Facilitating and Debilitating Anxiety on Performance and Study Effort in Mastery-Based and Traditional Courses |
| Q41660752 | Effects of midterm integration on state and trait anxiety in black and white elementary school children |
| Q51309102 | Effects of orienting instructions, feedback-information, and trait-anxiety level on state-anxiety. |
| Q51272590 | Evaluation of two test-anxiety reduction treatments in a secondary prevention program |
| Q67047004 | Factorial Study of Achievement-Related Motives |
| Q51329572 | Frustration Theory and Quality of Performance: Elicitation and Elimination of Competing Responses |
| Q51355499 | Furneaux's discussion of extraversion and neuroticism with regard to suggestibility. |
| Q41522090 | Future-Time Gradients for Performance in Test Anxious Individuals |
| Q49048209 | Gender, grade point average, and test anxiety |
| Q51335616 | Generalizability of contributions from sources of variance in the S-R Inventories of Anxiousness1 |
| Q51338015 | Global self-ratings, the independence of questionnaire drive and anxiety, and social desirability variance |
| Q39712078 | Individual differences in habituation of human physiological responses: A review of theory, method, and findings in the study of personality correlates in non-clinical populations |
| Q51358239 | Influence of intelligence on anxiety and perception of self and others |
| Q44821288 | Influence of personality on achievement of medical students |
| Q51310174 | Informative and Affective Feedback: Implications for Interviewing |
| Q43321179 | Interaction of Fear Effects with Habit Strength |
| Q36528313 | Internal-External Control, Test Anxiety and Academic Achievement: Additional Data |
| Q53000738 | Item Failure and Performance on Subsequent Items of an Achievement Test |
| Q58188686 | Learning potential and anxious tendency: Test anxiety as a bias factor in educational testing |
| Q51238494 | Life stress and athletic injury: examination of positive versus negative events and three moderator variables. |
| Q51353841 | MANIFEST ANXIETY ON AN INDIAN SAMPLE. |
| Q51310187 | Massed Group Desensitization in Reduction of Test-Anxiety |
| Q26747504 | Mathematics Anxiety: What Have We Learned in 60 Years? |
| Q51323271 | Mothers' test anxiety and task selection, and children's performance with mother or a stranger |
| Q51292513 | Multiple Measurement of Anxiety and its Effects on Complex Verbal Learning |
| Q39100651 | Negative Practice and Desensitization of Anxiety about Examinations |
| Q44411077 | Noncontent verbal conditioning as a function of two types of anxiety1 |
| Q53000452 | On the Relation between Personality and Birth Order |
| Q51339162 | Ozone Exposure and Intelligence Tests |
| Q51354197 | POWERS OF ATTENTION AND ACADEMIC ACHIEVEMENT. |
| Q39915194 | Personality and Sociocultural Retardation |
| Q51330710 | Personality and the Slope of Loudness Function |
| Q39640120 | Personality correlates of habitual alcohol use. |
| Q45021633 | Physiological and psychological measures in anxious patients. |
| Q37780314 | Production control and chronic stress in work organizations |
| Q51296462 | Reasons for differential performance in multiple choice and essay tests |
| Q52318514 | Regression in Schizophrenics as a Function of Censure, Reinforcement Cues, and Response Habit Hierarchies |
| Q44658763 | Relationship of State-Trait Anxiety and Type of Practice to Reading Comprehension |
| Q51272539 | Relationships Between Locus of Control and Anxiety |
| Q51345610 | Relationships of ordinal position to affiliation and achievement motives: direction and generality1 |
| Q51306076 | Response Time and Test Anxiety |
| Q51311756 | Some Effects of Fear of Failure in the Academic Setting |
| Q51338849 | Systematic desensitization of test anxiety |
| Q51354050 | THE EFFECT OF DIFFERENTIAL FAILURE ON EXPECTATION OF SUCCESS, REPORTED ANXIETY, AND RESPONSE UNCERTAINTY. |
| Q52137583 | THE INFLUENCE OF ANTI-AGGRESSIVE COMMUNICATIONS UPON THE RESPONSE TO PROVOCATION. |
| Q50643302 | Test Anxiety Scale: reliability among Ethiopian students. |
| Q56555423 | Test Anxiety and Working Memory |
| Q49115585 | Test Anxiety, Level and Accuracy of Predicted Performance |
| Q51292759 | Test anxiety and the economic recession |
| Q51295411 | Test anxiety in elderly and young adults |
| Q50588367 | Test anxiety inventory: 30 years later. |
| Q51333283 | Test anxiety, confidence, commitment, and conformity1 |
| Q58304150 | Test anxiety, emotional responding under guided imagery, and self-talk during an academic examination |
| Q51340970 | Test anxiety, expectancies, and expectancy changes. |
| Q58267633 | Test anxiety, sentence comprehension, and recognition memory |
| Q36129947 | Test anxiety: a cross-cultural perspective |
| Q26771484 | The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance |
| Q51298066 | The Effect of Attributing Internal Arousal to an External Source upon Test Anxiety and Performance |
| Q58180440 | The Effects of Communication Apprehension and Test Anxiety on Three Indicants of Achievement in an Alternative System of Instruction: A Follow-Up Study |
| Q51346403 | The General Factor in the Test Anxiety Questionnaire |
| Q66937738 | The Phasic Electrodermal Response As a Differentiated Complex Reflecting Stimulus Significance |
| Q51364694 | The Relationship between "Test Anxiety" and "Other Anxieties" |
| Q51286882 | The effect of test content and context on the anxiety-intelligence relationship. |
| Q51336125 | The effects of group interaction and progressive hierarchy presentation on desensitization of test anxiety |
| Q53012730 | The effects of unsatisfied achievement motivation on persistence and subsequent performance1 |
| Q50673438 | The impact of peer-led simulations on student nurses. |
| Q58145947 | The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions |
| Q58297023 | The multidimensionality of test anxiety: A test of different models |
| Q63406302 | The next-in-line effect |
| Q50732177 | The predictors of success in computer courses among high school students. |
| Q51307558 | The rating of clinical anxiety. |
| Q46052304 | Trait anxiety and impoverished prefrontal control of attention |
| Q51267675 | Treatment of Anxiety about College Tests with Negative Practice and Systematic Desensitization: Some Negative Findings |
| Q51310180 | Treatment of test anxiety by group implosive therapy. |
| Q72426927 | Two putative measures of cognitive dissonance |
| Q51289676 | Worry and emotionality components of test anxiety in different sex and age groups of elementary school children. |