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academic anxiety

Test Anxiety Scale

Take the online Test Anxiety Scale - AI psychologist FreudlyYou can take Test Anxiety Scale here. Online version of a simple and accurate psychological test with interpretation.en
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
08:30
October 2, 2025
October 2, 2025
Material has been updated
October 2, 2025
Material has been published
23,764 views
1,766 completions
1,108 likes
Verified by Daniel Hall
Psychologist with 25 years of experience
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Scale Explorer

How the Scales are Structured

example score
37/100
Achievement-Inhibiting Anxiety (AIA)
Measures the extent to which exam-related anxiety interferes with focus, memory, and performance efficiency.
Low interference
Moderate interference
High interference
033: Low interference | 3466: Moderate interference | 67100: 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
033: Low facilitation | 3466: Moderate facilitation | 67100: 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.
Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.
Achievement-Inhibiting (A)
Achievement-Inhibiting (A)
Average
48.8
Normal range
30.467.2
min.
0
max.
100
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Facilitating Achievements (FA)
Facilitating Achievements (FA)
Average
29.8
Normal range
14.345.3
min.
0
max.
100
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
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SAMPLE QUESTIONS

Example Questions From the Test

When answering the questions below about your behavior, select either “Yes” or “No.” If you are unsure, note that “Yes” includes both a definite “Yes” and “More yes than no.” The same applies to “No”: it includes both a definite “No” and “More no than yes.” Respond quickly, without thinking for too long. The first answer that comes to mind is generally the most accurate.
    • Yes
    • No
    • Yes
    • No
    • Yes
    • No
WHAT THE TEST MEASURES
About This Assessment
Test of Exam Anxiety

Test Anxiety Scale - Symptoms and Signs

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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