This article presents the results of a study on the relationship between conscious self-regulation of learning activity, test anxiety and performance in the Unified State Exam in mathematics in a sample of Russian students (N = 231). The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ, 2015) and Spielberger's Test Anxiety Inventory (TAI) (Russian adaptation, 2004) were used to measure self-regulation and anxiety, respectively. The study also took into account the students' results for the Unified State Exam in mathematics. The study revealed a negative correlation for the test anxiety indicators with both the exam results and regulatory characteristics. The cluster analysis identified groups of students that differed in their level of self-regulation development, anxiety indicators, and the math exam result. It appears that students who have the lowest exam results are characterized not only by high test anxiety rates, but also by lower self-regulation levels. The regression analysis within the groups showed that a higher exam result is largely associated with a person's regulatory resources. Examination success is based not so much on the ability to cope with adverse functional states, but on the maturity and stability of an integrated system of conscious self-regulation, which determines students' effectiveness in achieving educational goals.
Keywords: exam performance; learning activity; self-regulation; test anxiety.