Reward allocation between high and low test anxious boys

Dyads composed of same and opposite type test anxious boys (TASC) were constituted and one randomly determined member in each pair passed an arithmetic test which made toys available for play. Results indicated that (a) high test anxious passing and failing children preferred an equal allocation solution; (b) allocation based on productivity was most acceptable among the pairs of low test anxious children; (c) low test anxious failers rated favourable allocations more acceptable than equalitarian and unfavourable ones when their partner was a high test anxious passer. The findings are discussed in terms of differences between high and low test anxious boys in their response to evaluation.