Excellence in education in every country aims at developing a learning society and creates its own system of education. To attain and promote its unique socio-cultural identity and also to meet the challenges of the times the system of education needs to be revitalized. In the changing world it is difficult to anticipate and plan for adolescent life. They have difficulty in adjusting their capacity to the demands of the parents, school and community. We can solve these problems by avoiding the anxiety factors. Test anxiety is not the same as doing poorly on a certain test because your mind is on something else. Most people know that having other things on their minds – such as a breakup or the death of someone close can also interfere with their concentration and prevent them from doing their best on a test. Test anxiety can also become a vicious cycle. After experiencing anxiety during one exam, students may become so fearful about it happening again that they actually become even more anxious during the next exam. After repeatedly enduring test anxiety, students may begin to feel helpless to change their situation.  The main purpose of the present study is to find out the influence of test anxiety of higher secondary school students. The sample consists of 300 higher secondary school students. Test Anxiety Inventory used in this study was developed and standardized by the D. Speil Berger (1980). Survey method was employed to describe and interpret what exists at present. The findings reveal that higher secondary school students different in their test anxiety based on gender, age and type of family, did not differ based on their group of study, medium of instruction and locale.

Keywords: Test anxiety, Higher secondary school students.

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