Traditionally test-anxiety research differentiates only between "worry" and "emotionality" at the trait level as well as the state level. According to recent research, however, a more subtle differentiation is called for. This study compares two questionnaires, proposed by Sarason (1984) on the one hand and by Rost and Schermer (1984) on the other hand. Both questionnaires are concerned with a ... [Show full abstract] elaborated differentiation of test-anxiety. Pupils enrolled in grades 9-12 (N=351) of a German high school responded to items reflecting the scales "Tension", "Worry ", "Test Irrelevant Thinking", and "Bodily Reactions" of Sarason 's (1984) "Reactions to Tests" (RTF), as well as to items reflecting the scales "physiological", "cognitive", and "emotional" manifestations of the "Differential Anxiety Inventory Manifestations" (DAl-MAN) by Rost and Schermer (1984). Despite the medium intercorrelation between the total scores of both questionnaires, the relationships of the subscales indicate that the two questionnaires deal with different aspects of the test-anxiety construct. Whereas a principal component analysis of the common item-pool empirically replicated the theoretical derived DAl-MAN test rationale, the empirically (and not theoretically) based RTT-scales could not be identified as unequivocally. The discussion emphasizes the need to extend the diagnosis of state and trait test anxiety to include the components of experienced deficits in information processing and negative mood state. It is recommended that Sarason's variable "Test Irrelevant Thinking" should be discussed not in regard to any aspect of test-anxiety, but rather in reference to other
achievement related constructs.