Philippine Journal of Counseling Psychology (2014), Vol. 16, No. 1, pp. 64-73 © Philippine Association for Counselor Education, Research, and Supervision (PACERS) ISSN 1655-1702 Academic self-efficacy and study hours as predictors of test anxiety among high school students Ryan Francis O. Cayubit University of Santo. Tomas, Philippines  ryanfranciscayubit@yahoo.com The current research focused on academic self-efficacy, study hours, and test anxiety as experienced by high school students. Specifically, it determined whether academic self-efficacy and study hours can serve as predictors of test anxiety. A total of 154 high school students participated in the study who gave their demographic information and answers to the questionnaires in 15 to 30 minutes. Employing a cross-sectional design, the data were analyzed using descriptive statistics, correlations, and regression. The main results showed that academic self-efficacy negatively predicted worry and emotionality, while study hours positively predicted the same outcome variables. Implications of these results were discussed. Keywords: academic self-efficacy, self-efficacy, study hours, test anxiety Testing has always been a part of the education and learning process, and an integral component of the academic life of students. Testing in school varies in purpose. It can serve as a screening tool to facilitate student admissions or as a means of gathering useful data for counselors and school psychologists. It is also the most common way of determining the amount of knowledge learned by students over a period of time, and is often the basis of whether to promote them to the next level or not. Whatever the purpose is, testing is often met with different reactions and emotions from students, the most common of which is anxiety. From the words of Nicaise (as cited in Sena, Lowe & Lee, 2007), test anxiety is an individual’s physiological, cognitive, and behavioral responses that stimulate negative feelings about a test. An individual that is said to be test-anxious is often inclined to respond to classroom tests, or tests done beyond academic purposes, with worry, negative thoughts, and tension. In each testing situation, the test-anxious individual experiences more intense emotionality or physiological hyper-arousal (Sena et al., 2007), to the extent