Purpose. The purpose of this study was to determine the relative influence on test anxiety of study and test-taking skills, cognitive interference, academic self-concept and grade point average in a group of baccalaureate nursing students.

Methods and Procedures. Fifty-six female subjects completed measures of test anxiety, study and test-taking skills, cognitive interference during a testing situation, and self-concept of academic ability. Subjects also reported their cumulative grade point average. Data were analyzed through the use of Pearson's Correlation and Stepwise Multiple Regression.

Results. Data analysis revealed significant negative relationships between test anxiety and the variables of academic self-concept and grade point average. Test anxiety was also significantly and positively correlated with cognitive interference. Academic self-concept was the most powerful predictor of test anxiety while grade point average and cognitive interference contributed significantly but minimally to the multiple regression equation.

Conclusions. The findings of this study suggested that there is a relationship between test anxiety and academic self-concept, cognitive interference and grade point average. Results also supported the multidimensional nature of the test anxiety construct. Implications for treatment of test anxiety are discussed.