Practice testing (i.e., practice retrieval) has been established as an effective learning strategy. Uncovering potential factors influencing self-testing usage is a prerequisite to promote its practical use. The present study reports five experiments exploring whether test anxiety (TA) and test stake (1) affect self-testing usage (Experiments 1–5) and (2) influence learning performance through their negative effects on self-testing usage (Experiments 1, 4, and 5). Experiment 1 analyzed data from 459 high school students collected via a survey and found both that TA negatively predicted students’ daily use of self-testing and that self-testing usage mediated the negative association between TA and academic performance. The negative association between TA and self-testing usage was further replicated in a laboratory experiment (Experiment 2). Another quasi-experiment (Experiment 3) showed that students were less likely to test themselves when preparing for a high-stake than a low-stake exam. Experiment 4 replicated this finding and additionally demonstrated that a high-stake test led to poorer learning via its negative influence on self-testing usage. Experiment 5 demonstrated that a high-stake test provoked high state anxiety, which then induced avoidance of self-testing and ultimately impaired learning. Overall, these findings demonstrate a negative effect of TA on self-testing usage, in turn leading to poor learning. Practical implications are discussed.

实践测试（即实践检索）已被确立为一种有效的学习策略。揭示影响自测使用的潜在因素是推广其实用化的前提。本研究报告了五项实验，探讨测试焦虑 (TA) 和测试投入 (1) 是否影响自测使用（实验 1-5）和 (2) 通过对自测使用的负面影响影响学习成绩（实验 1、 4、5）。实验 1 分析了通过调查收集的 459 名高中生的数据，发现 TA 对学生日常自我测试的使用产生负面预测，并且自我测试的使用介导了 TA 与学业成绩之间的负相关关系。实验室实验（实验 2）进一步复制了 TA 和自测使用之间的负相关关系。另一项准实验（实验 3）表明，与准备低风险考试相比，学生在准备高风险考试时不太可能进行自我测试。实验 4 重复了这一发现，并进一步证明，高风险测试通过对自我测试使用的负面影响而导致学习效果较差。实验 5 表明，高风险测试会引发高度焦虑，进而导致人们回避自我测试，最终损害学习。总体而言，这些发现表明助教对自测使用产生负面影响，进而导致学习效果不佳。讨论了实际意义。