Test Anxiety: The Fear Factor in Measuring College Students' Academic PerformanceAccording to Turner, Biedel, Hughes, and Turner (1993), research strongly suggests that Children with test anxiety exhibit a number of detrimental academic problems. deficiencies, although it is unclear whether test anxiety leads to academic deficiencies or vice versa. Children with test anxiety are found to have poor self-perception. A crucial dimension is the estimate of cognitive ability, because this factor is clearly linked to the ability to succeed academically. As hypothesized, based on the cognitive competence subscale, the anxious children tested perceived themselves as less competent. Thus, the results obtained here are consistent with those of other studies and support the assertion that exam anxiety can significantly harm young children's academic success. A final goal of this study was to examine the relationship between test anxiety and other non-test-related fears. Results indicate that tested anxious children had more non-test-related fears than their untested anxious peers. Thus, it may be that many test-anxious children suffer from a more pervasive pattern of fear and anxiety, as suggested by Sarason et al. (1960) and Beidel and Turner (1988). However, even when the difference in fear level was statistically controlled, there were still significant relationships between test anxiety, academic achievement, and self-image. This suggests that differences in self-image and academic achievement are not only related to general fear, but are also influenced by test anxiety. Research questions that remain to be addressed include why the prevalence of test anxiety in all children appears to have...... middle of article...... In comprehensive review , researchers did not find any testing measures used in the state of Maryland that are implemented to examine levels of test anxiety in the population of new college and university students. This research will allow college students to better understand the level of test anxiety they experience, the factors that may be related to test anxiety, and, through practical applications, learn to use strategies productive adaptations to succeed in their studies. Without proper testing techniques, students perform well below the expected performance rate and are at risk of failing in college and dropping out of higher education. The researchers hypothesize that there will be a statistically significant difference between male and female students on measures of test anxiety. Researchers will explore relationships between age, classification and test anxiety.