The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.

本研究的目的是在体育（PE）的特定背景下研究3×2成就目标模型对考试焦虑的预测作用。486名法国学生（平均年龄= 15.83，标准差= 1.20）自愿并匿名填写修订后的《考试焦虑和体育锻炼焦虑量表》（RTAR-PE），以评估体育考试的焦虑程度和成绩体育目标问卷（AGQ-S）评估了六个成就目标。结果表明，任务回避和自我回避目标积极预测了考试焦虑的四个负面因素（忧虑，自我专注，身体症状，躯体紧张），而任务进取和自我回避目标则负面预测了他们。感知控制则相反，这是考试焦虑的积极因素。与学术一般考试焦虑相反，其他回避目标并未正面预测体育教育背景下考试焦虑的负面因素，但负面预测了感知的控制感。对于任务方法，自我方法和其他方法目标，以前的结果模式是相反的。最后，在预测身体症状时，其他回避目标与性别之间发现了显着的相互作用，但是简单的斜率分析并未揭示显着的发现。考虑学生的心理特征，例如成就目标，可能有助于更好地理解体育考试的焦虑。但是他们负面地预测了感知控制。对于任务方法，自我方法和其他方法目标，以前的结果模式是相反的。最后，在预测身体症状时，其他回避目标与性别之间发现了显着的相互作用，但是简单的斜率分析并未揭示显着的发现。考虑学生的心理特征，例如成就目标，可能有助于更好地理解体育考试的焦虑。但是他们负面地预测了感知控制。对于任务方法，自我方法和其他方法目标，以前的结果模式是相反的。最后，在预测身体症状时，其他回避目标与性别之间发现了显着的相互作用，但是简单的斜率分析并未揭示显着的发现。考虑学生的心理特征，例如成就目标，可能有助于更好地理解体育考试的焦虑。