Kathryn E. Chaffee

This study aimed to examine the evolution of test anxiety during the transition to secondary school, a challenging period that includes a set of contextual factors that could potentially increase students’ test anxiety. In addition, to further understand the contribution of different individual factors that might increase the susceptibility to test anxiety during this transition, the study examined the role of motivation, achievement, internalizing behaviors and gender in the development of test anxiety. A total of 478 French-speaking students (231 boys, 247 girls) were followed during their transition to secondary school. Latent growth analysis revealed an overall stable trajectory of test anxiety during the transition to secondary school. However, internalizing behaviors and gender moderated the trajectory over time. Additionally, high initial levels of internalizing behaviors, as well as lower grades in mathematics, were associated with initial levels of test anxiety, as measured at the end of elementary school.