Examining the psychometric properties of the FRIEDBEN Test Anxiety Scale using exploratory structural equation modeling

ABSTRACT

Test anxiety has been identified as a substantial barrier to student success at all educational levels. Given the ubiquitous presence of test anxiety, there have been many attempts to provide readily available measures of test anxiety to help identify learners at-risk for adverse academic outcomes. The purpose of the current study was to test the structural validity of the FRIEDBEN Test Anxiety Scale within a university population (N = 577; extending beyond the traditional adolescent population). Using exploratory structural equation modeling techniques, we determined that a five-factor solution, including Cognitive Obstruction, Tenseness, Social Derogation–Instructor Focused, Social Derogation–General, and Test Confidence, demonstrated a superior fit to the observed data compared to alternative factorial representations. Our results highlight the benefit of increased attention to the agents of attention in socially focused concerns that are believed to contribute to the experience of test anxiety. Further, our results add to the growing body of literature demonstrating that “reverse-coded” items on test anxiety instruments often are measuring a distinct factor related to perceptions of competence (i.e., test confidence).

KEYWORDS:

• FRIEDBEN test anxiety scale
• test anxiety
• exploratory structural equation modeling

Additional information

Notes on contributors

Christopher L. Thomas

Christopher L. Thomas, PhD, is an assistant professor of educational psychology in the School of Education at the University of Texas at Tyler. He has expertise in research methodologies, academic anxieties, and cognitive dissonance theory. His current research is focused on identifying methods that can be used to support optimal learning and student success.

Jerrell C. Cassady

Jerrell C. Cassady, PhD, is chair and professor of psychology in the Department of Educational Psychology. He serves as the director of the Academic Anxiety Resource Center and codirector of the Research Design Studio at Ball State University. His research interests focus on strategies and resources that support optimal student learning and performance in a wide range of contexts and settings.

Joshua A. Heath

Joshua A. Heath, M.A. is a doctoral student in the Department of Educational Psychology and a Graduate Research Fellow in the Research Design Studio at Ball State University. His research interests include attentional control, cognitive load theory, and test anxiety.