Test Anxiety Scale

Understand how your exam anxiety holds you back or helps you focus in about 5 minutes. Get clear insight fast with 27 items to guide targeted support and stronger performance.

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Questions: 275 minutes

Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.

08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

20542 views

1258 completions

862 likes

Scale Explorer

How the Scales are Structured

example score

37/100

Achievement-Inhibiting Anxiety (AA)

Measures the extent to which exam-related anxiety interferes with focus, memory, and performance efficiency.

Low interference

Moderate interference

High interference

0 – 33: Low interference | 34 – 66: Moderate interference | 67 – 100: High interference

A score of 37 indicates a moderate level of achievement-inhibiting anxiety, suggesting some interference with concentration and performance during exams.

example score

53/100

Facilitating (F)

Measures the extent to which exam-related anxiety functions as a motivating force that mobilizes focus and effort toward achievement.

Low facilitation

Moderate facilitation

High facilitation

0 – 33: Low facilitation | 34 – 66: Moderate facilitation | 67 – 100: High facilitation

A score of 53 indicates a moderate level of facilitating anxiety that is likely to support exam performance by enhancing focus and goal-directed effort.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Stressed exam takers

44%OF USERS

Students who feel their nerves or fear of failure are hurting their performance use this to see how much anxiety is getting in the way.

High achievers under pressure

33%OF USERS

People who usually do well but feel intense pre-exam tension take it to check whether their anxiety is fueling focus or turning destructive.

Educators and counselors

23%OF USERS

Teachers, school psychologists, and academic advisors use it to quickly identify who needs calming strategies versus motivation boosts before exams.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

What You’ll See After You Finish the Test

Scale Results
— Explained Clearly

Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.

AI-Powered
Interpretation

A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.

Statistical
Comparison

See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.

Practical
Recommendations

Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.

AI-Detected
Insights

Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.

Discuss with
an AI Psychologist

Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.

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Used in 52+ countries

Benchmarking

See How You Compare

Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.

Achievement-Inhibiting (A)

Average

48.8

Normal range

30.4 — 67.2

min.

max.

100

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Facilitating Achievements (FA)

Average

29.8

Normal range

14.3 — 45.3

min.

max.

100

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this assessment measure?

It measures exam-related anxiety in two ways: anxiety that interferes with performance and anxiety that supports focus and effort.

How long does it take to complete and how many items are included?

Completion typically takes about 5 minutes. It contains 27 questions.

How should responses be selected?

Select the response that best matches typical thoughts and reactions in exam situations. Answer all items and avoid overthinking individual questions.

How are results interpreted?

Scores are reported separately for interfering anxiety and facilitating anxiety. Interpretation should consider the testing context and other relevant information.

Who can use the results and for what purpose?

Results can support screening and planning in educational or clinical settings. They may guide decisions about reducing disruptive anxiety or strengthening effective motivation.

WHAT THE TEST MEASURES

About This Assessment

Test Anxiety Scale

academic anxiety

This measure is used to assess test-related anxiety in academic or evaluative settings. The Test Anxiety Scale provides a brief self-report snapshot of how anxiety may affect performance.

It consists of 27 items and typically takes about 5 minutes to complete. Developed by Alpert and Haber, it is commonly interpreted in terms of both performance-interfering anxiety and facilitative, motivation-linked arousal.

Results from the Test Anxiety Scale may help clinicians and educators identify patterns of cognitive worry and physiological tension that are likely to undermine performance versus activation that may support focus under pressure. Findings should be interpreted in the context of the examinee’s developmental level, testing conditions, and other relevant clinical or educational information.

Author: Alpert, R., Haber, R.

Literature: Alpert, R., & Haber, R. N. Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology. 1960.

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