It is a known fact that anxiety affects performance. From kindergarten through graduate school, students will be evaluated by their ability to perform well on course examinations and standardized tests. With so much emphasis being placed on test performance, many practitioners and theorists have focused much of their attention on understanding and treating test anxiety. The purpose of this research is to investigate possible physiological components of test anxiety. This research is the preliminary first step in this investigative process. Missouri Western State College students were tested and measured on the following variables: Pre-test Hand Temperature, Test Anxiety, Test Performance, and Post-test Hand Temperature. The hypothesis was that a significant correlation between these variables might suggest a physiological component to test anxiety. A Pearson correlation and a linear multiple regression will be calculated to determine if any of the variable correlations are statistically significant.

It is theorized that the fight-or-flight response is a fear-induced reaction to life threatening situations from our distant past (i.e., being stalked by a saber-tooth tiger) (Davis, Robbins-Eschelman, & McKay, 1995). Herbert Benson suggests that we can reverse the fight-or-flight response by using what he termed "the relaxation response" (Davis, Robbins-Eshelman, & McKay, 1995). The relaxation response is based on the premise that by relaxing our minds, we relax our bodies, and by relaxing our bodies we return to psycho-physiological homeostasis.

The current literature suggests many techniques for mastering self-regulation to diminish the effects of stress and anxiety. The most widely discussed self-regulation techniques include: progressive muscle relaxation, EMG biofeedback training, finger temperature biofeedback training, and autogenic training (Leherer, Carr, Sargunaraj, & Woolfolk, 1994). One goal of this research is to determine if any of these techniques can be adapted for the treatment of test anxiety.

This study is based on the assumption that the physiological effects of test anxiety are the same as the physiological effects of anxiety in general. For the purposes of this study, a simple finger temperature measurement will serve as an indicator of tension or anxiety. Boudewins (1976) and Taub (1975) explain that, "Tension or anxiety restricts the peripheral blood flow and leads to a decrease in finger temperature; a reduction in temperature produces the opposite effects" (Spielberger & Vagg, P.174). The purpose of this research is to investigate a possible correlation of Hand Temperature(HT), Test Anxiety(TA), and Test Performance(TP). If a significant correlation is found, this would suggest a physiological component to TA. Further research might then be conducted to investigate methods of reducing TA through finger temperature training or other methods of self-regulation.

PARTICIPANTS
The participants for this research were 20 Missouri Western State College (M.W.S.C.) students enrolled in a PSY 200 course offered on Tuesday nights from 6:30p.m.to 9:20p.m. The participants consisted of 12 traditional students (under the age of 25) and eight non-traditional students (over the age of 25). The majority of the class consisted of white females as is typical of all Psychology courses at M.W.S.C.

MATERIALS
The materials used for this research included standard finger thermometers (model ST77), tape for attaching the thermometers, and both oral and written instructions on how to attach the finger thermometer and record hand temperature. The instructor awarded six extra credit points to the midterm grades of all students who participated. Other materials included a brief section for demographics such as age and gender, as well as a twenty-question Spielberger Test Anxiety Inventory (Appendix).

PROCEDURE

For all subjects, as scores on the TAI sub-scale (W) increased by 1, their exam scores decreased by 2.114. Non-traditional students scored an average of 13.062 points below the average for traditional students. Thus, the score on the TAI sub-scale (W), and the non-traditional student status were significant predictors for TP.

The results of this research produced no significant findings. The design of this study failed to take into account that, in a small sample size of 20, it is very possible that no subjects in that group suffered from high-level test anxiety. A better design would be to distribute the Test Anxiety Inventory to a large number of students and take from that group a random sample of subjects who score extremely high on the scale. This design would allow the researcher to focus on the physiology of highly anxious test-takers as opposed to test-takers in general.

A new theory that came out of this research is that test anxiety may follow the same principle as the Yerkes-Dodson law of motivation. It seems logical that, as with motivation, subjects' performance is actually enhanced by anxiety up to a certain level. Finding that level of optimum performance would lend itself well to further research.

This research project provided more questions than answers. The primary question still remains; "What happens to people physiologically as they experience test anxiety?" When we find the answer to that question, the next logical step is to find methods to either diminish the crippling effects of test anxiety or to teach students how to utilize the anxiety to their advantage.

Davis, M., Robbins-Eshelman,E., McKay,M. (1995) The relaxation and stress reduction workbook. Oakland: New Harbringer Publications,Inc.

Greenberg,J.S. (1983). Comprehensive stress management. Dubuque: Wm. C. Brown Company Publishers.

Lehrer, P.M., Carr, R., Sargunaraj,D., & Woolfolk, R.L. (1994). Stress management techniques: Are they all equivalent, or do they have specific effects? Biofeedback and Self-Regulation, 19, 353.

Plotnik, R. &Mollenauer, S. (1978). Brain and behavior: An introduction to physiological psychology. New York: Harper & Row.

Spielberger, C.D. & Vagg, P.R. (1995). Test anxiety; Theory, assessment, and treatment. Washington:Taylor & Francis.