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Coping with test anxiety is one of the factors that affect academic performance. This study evaluated the coping with test anxiety in 345 high school students of a public school in São Paulo, relating it to academic performance. These students answered the Scale of Coping with Academic Test (SCAT), specially elaborated according to the Motivation Theory of Coping. The SCAT evaluates coping before, during, and after exams, with 21 items. A descriptive and correlational analysis was carried out. The results showed that the students evaluate the test situation more as a challenge than as a threat, presenting a larger repertoire of adaptive coping strategies before, during and after the test, with Problem-Solving and Information Seeking, indicative of challenge to the basic psychological need of competence. The best academic performance correlated directly with the adaptive coping of Self-Confidence, Support Seeking, ProblemSolving, Information Seeking and Accommodation, and inversely with the maladaptive coping of Delegation and Submission. In general, students perceive the situation as a challenge to Competency and Relatedness needs. The promotion of academic engagement should include analysis of coping with tests in this population.

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