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The extent to which academic examination performance could be predicted from several measures of academic achievement anxiety was tested by 3 studies. To attain the greatest (most efficient) predictive utility from the shortest amount of testing time, interaction effects between anxiety measures were determined, expressed as cross products, and included as independent variables in each multiple-regression equation. The dependent variable was score on a final examination in introductory psychology. This procedure increased predictive efficiency using selected anxiety measures. Prediction of examination performance was better for female than male Ss.Recent research on the effect of anxiety upon performance has seen the development of a number of specific instruments for the measurement of anxiety related to academic achievement performance (Alexander & Husek, 1962;Alpert & Haber, 1960;Handler & Sarason, 1952;Sarason, 1958). Alpert and Haber (1960) have concluded that such scales are better predictors of academic performance than are general anxiety scales and seem to account for variance in such performance beyond that accounted for by aptitude measures. Preliminary unpublished work by the authors, primarily performed within analysis of variance designs, not only supported the first of these conclusions, but also suggested interactions between specific anxiety measures in accounting for variance in course examination performance.Since one of our objectives was to be able to test the accuracy of predic-1 The support of the Graduate School, Southern Illinois University, in the conduct of this research is gratefully acknowledged.

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Increased psychological and ethnological rapprochement has resulted in a greater understanding of American subgroups and the processes of acculturation. Examples of this integrated approach are to be seen in Barnouw's study of Chippewa Indian acculturation and, on the individual level, Devereux's psychotherapy of an alcoholic Sioux.