This study investigates the relationship between test anxiety, academic achievement, and emotion regulation in a more integrated way than previous research. While it is well-established that test anxiety negatively impacts achievement, few studies have explored whether achievement also influences test anxiety or how emotion regulation plays a role. The researchers aimed to fill these gaps by examining how students’ strategies for managing emotions affect their anxiety about exams and, in turn, their academic performance. Data were collected from 533 sixth-form students (average age 16.4 years) over five waves with six-month intervals. Achievement was measured at the first, third, and fifth waves, and test anxiety and emotion regulation, at the second and fourth waves. Using structural equation modelling, we analysed the longitudinal relationship between test anxiety and achievement, and applied a newer, possibly controversial, method, namely contemporaneous path modelling, to assess the relationship between test anxiety and emotion regulation at the same time points. In this quantitative hub presentation, I will present the rationale for contemporaneous path modelling and share the findings from the project.