Using learning theory approaches and definitions of persuasion generated from learning theorists, a study examined the effects of anxiety on message-induced persuasion by using meta-analytic techniques to quantitatively assess the effect of anxiety manipulation in persuasive situations. Studies used in the meta-analysis were similar in context and intention in that they examined anxiety and persuasive communication, and they obtained a measure of the effects produced. The studies were subjected to combined testing procedures to calculate effect sizes and consequently, determine the statistical significance of the results across categories of studies. Two hypotheses were proposed and supported. The meta-analysis revealed that anxiety can increase the effect of persuasive messages and persuasive messages can alter the level of receiver anxiety. Results indicate an overall positive effect for the anxiety manipulations in persuasive situations. Anxiety was found to produce a small but consistent effect. An r=.19 level of generalizability across categories was found. Future research should include an increased use of meta-analytical procedures, increased use of anxiety as a persuasive effect, closer examination of control within subject variances, experimental environment effects, and interactions of different experimental messages, and an increased use of standardized variables. Two figures and 7 tables are included; a list of 91 references is attached. (Author/SG)