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Abstract
Junior high school pupils classified on attainment in English, sex, and socio-economic area of school were assigned at random to 1 of 2 treatments. One group was given a difficult vocabulary test which they were likely to fail while the second group was given an easy vocabulary test. The failing group scored significantly higher than the successful group in the TASC which was administered immediately after the treatments. Significant differences were also found for level of attainment, for sex and for the interaction of treatment with level of attainment. The results are discussed in relation to earlier research findings that streaming practices in schools tend to be associated with higher test anxiety in the lower streams.