Abstract
The article introduces the issue of fear and mainly focuses on the relationship between pupil's fear and school achievement, particularly on the impact of fear on learning. Structural and process approaches to fear and test anxiety (fear components) are analysed.
We focus on models of interference and models of deficit and anxiety issues in the learning process, anxiety in relations to pupil's personality, and the differentiation of anxiety into facilitating and debilitating. Attention is focused on the evaluation (processing) of fear by the individual.
The key question we are trying to solve is how much fear fosters or weakens school achievement. Marginally, we also analyse the related constructs of fear, motivational and volitional characteristics of pupils.