A descriptive summary of research at the University of Texas into the relationship between anxiety and performance is presented. Relevant research on the concepts of worry, emotionality, and state anxiety is reviewed. An instructional context involving a computer-managed course in educational psychology is described, along with the methodology used to study the relationships between each of four modules within the educational psychology course. The ability of the computer-managed curriculum to meet the demands for a research context which involves individualized instruction, behavioral objectives, and criterion-referenced test items is demonstrated. Significant results include the findings that the various measures of anxiety are highly correlated among each other and that worry is correlated more negatively and significantly with total performance scores than is either emotionality or state anxiety. (PB)