AbstractThe present study examined coping tendencies and perceptions of problem‐ solving ability in test anxiety. A sample of 125 students completed the revised Ways of Coping Questionnaire, the Academic Problem‐Solving Inventory, and measures of state and trait test anxiety. Correlational analyses confirmed that emotion‐focused coping (i.e., avoidant and confrontive coping) was associated positively with test anxiety. Also, test‐anxious individuals reported poorer ability to solve academic problems. Finally, regression analyses revealed that coping tendencies and perceived problem‐solving ability predicted unique variance in test‐anxiety scores. The results are discussed in terms of the need for a multidimensional model of test anxiety that includes coping processes and self‐evaluations of problem‐