Using the Programme for International Student Assessment (PISA) 2015 data for Italy, this paper offers a complete overview of the relationship between test anxiety and school performance by studying how anxiety affects the performance of students along the overall conditional distribution of mathematics, literature and science scores. We aim to indirectly measure whether higher goals increase test anxiety, starting from the hypothesis that high-skilled students generally set themselves high goals. We use an M-quantile regression approach that allows us to take into account the hierarchical structure and sampling weights of the PISA data. There is evidence of a negative and statistically significant relationship between test anxiety and school performance. The size of the estimated association is greater at the upper tail of the distribution of each score than at the lower tail. Therefore, our results suggest that high-performing students are more affected than low-performing students by emotional reactions to tests and school-work anxiety.

本文使用意大利的2015年国际学生评估计划（PISA）数据，通过研究焦虑如何影响数学，文学和科学的整体条件分布，全面概述了考试焦虑与学校成绩之间的关系。分数。我们的目标是从高技能的学生通常会为自己设定高目标的假设出发，间接衡量更高的目标是否会增加考试焦虑。我们使用M分位数回归方法，该方法允许我们考虑PISA数据的层次结构和抽样权重。有证据表明考试焦虑与学校成绩之间存在负相关且具有统计意义的显着关系。估计关联的大小在每个得分的上尾比在下尾更大。因此，我们的研究结果表明，表现良好的学生比表现不佳的学生受到对考试和学校工作焦虑的情绪反应的影响更大。