An investigation of worry and emotionality as different components of test anxiety is presented through a longitudinal study of subjects in grades 6 and 9. The study aimed at describing and explaining the development of school-related anxiety, dissatisfaction and the perceived learning environment. By confirmatory factor analysis with boys and girls independently, the separation of worry and emotionality as test anxiety components proved successful. The Test Anxiety Inventory (TAI), a self-report scale designed to measure individual differences in test anxiety as a situation-specific trait, was used in the study. The instrument proved to be promising as a reliable and content valid measure to assess cognitive and emotional facets of dispositional situation-specific test anxiety. (Author/GK)