Data and Code for: Anxiety, Test-Taking Aid, and Test Scores: Evidence from Economics Classes

Using data collected over five years for an
introductory economics course, this study investigates the relationship between
anxiety, test-taking aid, and test performance.
The results show that test aid is associated with a 0.21 standard
deviation increase in test scores. Although
anxiety decreases test performance, accounting for anxiety does not eliminate
the significant impact of test aid. The
positive impact of test aid has heterogeneous effects. Test aids
play a moderating role in reducing unwanted stress while maintaining test
integrity. Our results suggest that the
effect of high anxiety may have implications for a student’s academic
trajectory. <br><br>Replication files accompany this article.<br><br>