 Impact of test anxiety on academic and psychological functioning in adolescents 
Many adolescents, especially girls, present a problem related to test anxiety. Some studies have shown that test anxiety leads to negative academic and psychological consequences, whether short or long term. The purpose of the present study is to longitudinally examine whether test anxiety affects negatively the academic functioning (academic commitment, perceived academic competence and academic performance) as well as the psychological functioning (depressive symptoms and self esteem) of youths, by controlling different variables in a first measurement, namely sociodemographic factors, family adversity, social anxiety symptoms and generalized anxiety symptoms. The study involved 10 918 adolescents, based on a sample obtained from 71 high schools in Quebec. The results of the regression analysis demonstrate that test anxiety is associated with academic and psychological difficulties in the second measurement, before adding control variables. It remains predictive of the perceived academic competence, weaker self esteem and depressive symptoms after adding control variables. The discussion is focused on the theoretical and clinical implications of test anxiety.