A Confirmatory Factor Analysis Approach to Test Anxiety

REFERENCES

• Ackerman, P., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219–245.
   PubMed Web of Science ®Google Scholar
• Araki, N. (1992). Test anxiety in elementary school and junior high school students in Japan. Stress and Coping, 5, 205–215.
   Web of Science ®Google Scholar
• Ball, S. (1995). Anxiety and test performance. In C. Spielberger & P. Vagg (Eds.), Test anxiety: Theory, assessment, and treatment (pp. 107–113). London: Taylor & Francis.
   Google Scholar
• Bekker, P. A., Merckens, A., & Wansbeek, T. J. (1989). Identification, equivalent models, and computer algebra. San Diego, CA: Academic.
   Google Scholar
• Bertua, C., Anderson, N., & Salgado, J. F. (2005). The predictive validity of cognitive ability tests: A UK meta-analysis. Journal of Occupational and Organizational Psychology, 78, 387–409.
   Web of Science ®Google Scholar
• Bollen, K. A. (1989). Structural equations with latent variables. New York, NY: Wiley.
   Google Scholar
• Bollen, K. A., & Bauldry, S. (2010). Model identification and computer algebra. Sociological Methods and Research, 39, 127–156.
   PubMed Web of Science ®Google Scholar
• Browne, M. (2001). An overview of analytic rotation in exploratory factor analysis. Multivariate Behavioral Research, 36, 111–150.
   Web of Science ®Google Scholar
• Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Cizek, G. J., & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment: Strategies for classrooms and school. Thousand Oaks, CA: Corwin.
   Google Scholar
• da-Silva, C. Q., & Gomes, A. E. (2011). Bayesian inference for an item response model for modeling test anxiety. Computational Statistics and Data Analysis, 55, 3165–3182.
   Web of Science ®Google Scholar
• Deffenbacher, J. L. (1978). Worry, emotionality, and task-generated interference in test anxiety: An empirical test of attentional theory. Journal of Educational Psychology, 70, 248–254.
   PubMed Web of Science ®Google Scholar
• di Maria, F., & di Nuovo, S. (1990). Gender differences in social and test anxiety. Individual Differences, 11, 525–530.
   Web of Science ®Google Scholar
• Dobson, P. (2000). An investigation into the relationship between neuroticism, extraversion and cognitive test performance in selection. International Journal of Selection and Assessment, 8, 99–109.
   Web of Science ®Google Scholar
• Furham, A., Forde, L., & Cotter, T. (1998). Personality and intelligence. Personality and Individual Differences, 24, 187–192.
   Web of Science ®Google Scholar
• Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Reseacrh, 58, 47–77.
   Web of Science ®Google Scholar
• Hunter, J. E., & Hunter, R. F. (1984). Validity and utility of alternate predictors of job performance. Psychological Bulletin, 96, 72–98.
   Web of Science ®Google Scholar
• Maplesoft. (2005). Maple version 10 [Computer software]. Waterloo, Canada: Maplesoft.
   Google Scholar
• McCarthy, J. M., & Goffn, R. D. (2005). Selection test anxiety: Exploring tension and fear of failure across the sexes in simulated selection scenarios. International Journal of Selection and Assessment, 13, 282–295.
   Web of Science ®Google Scholar
• McCullagh, P., & Nelder, J. A. (1989). Generalized linear models. New York, NY: Chapman & Hall.
   Google Scholar
• McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21, 89–102.
   Google Scholar
• Meijer, J., & Oostdam, R. (2007). Test anxiety and intelligence testing: A closer examination of the stage-fright hypothesis and the influence of stressful instruction. Anxiety, Stress & Coping, 20, 77–91.
   PubMed Web of Science ®Google Scholar
• Millsap, R. (2001). When trivial constraints are not trivial: The choice of uniqueness constraints in confirmatory factor analysis. Structural Equation Modeling, 8, 1–17.
   Web of Science ®Google Scholar
• Moutafi, J., Furnham, A., & Tsaousis, I. (2006). Is the relationship between intelligence and trait neuroticism mediated by test anxiety? Personality and Individual Differences, 40, 587–597.
   Web of Science ®Google Scholar
• Muthén, B. O. (1978). Contributions to the factor analysis of dichotomous variables. Psychometrika, 43, 551–560.
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (2009). M plus. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Oostdam, R., & Meijer, J. (2003). Influence of test anxiety on measurement of intelligence. Psychological Reports, 92, 3–20.
   PubMed Web of Science ®Google Scholar
• Parks-Stamm, E., Gollwitzer, P. M., & Oettingen, G. (2007). Action control by implementation intentions: Effective cue detection and efficient response initiation. Social Cognition, 25, 247–264.
   Web of Science ®Google Scholar
• Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. Washington, DC: Hemisphere.
   Google Scholar
• Pintrich, P., & Groot, E. D. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–50.
   Web of Science ®Google Scholar
• Proost, K., Derous, E., Schreurs, B., Hagtvet, K. A., & Witte, K. D. (2008). Selection test anxiety: Investigating applicants’ self- vs other-referenced anxiety in a real selection setting. International Journal of Selection and Assessment, 16, 14–26.
   Web of Science ®Google Scholar
• Putwain, D. W. (2007). Test anxiety in UK schoolchildren: Prevalence and demographic patterns. Journal of Educational Psychology, 77, 579–593.
   Web of Science ®Google Scholar
• Putwain, D. W., & Daniels, R. A. (2010). Is the relationship between competence beliefs and test anxiety influenced by goal orientation? Learning and Individual Differences, 20, 8–13.
   Web of Science ®Google Scholar
• Reeve, C. L., & Bonaccio, S. (2008). Does test anxiety induce measurement bias in cognitive ability tests. Intelligence, 36, 526–538.
   Web of Science ®Google Scholar
• Reeve, C. L., Heggestad, E. D., & Lievens, F. (2009). Modeling the impact of test anxiety and test familiarity on the criterion-related validity of cognitive ability tests. Intelligence, 37, 34–41
   Web of Science ®Google Scholar
• Salgado, J. F., & Anderson, N. (2003). Validity generalization of GMA tests across the European countries. European Journal of Work and Organizational Psychology, 12, 1–17.
   Google Scholar
• Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test for moment structure analsyis. Psychometrika, 66, 507–514.
   Web of Science ®Google Scholar
• Stouffer, S. A. (1936). Evaluating the effect of inadequately measured variables in partial correlation analysis. Journal of the American Statistical Association, 31, 348–360.
   Google Scholar
• Takane, Y., & de Leeuw, J. (1987). On the relationship between item response theory and factor analysis of discretized variables. Psychometrika, 52, 393–408.
   Web of Science ®Google Scholar
• Tobias, S. (1992). The impact of test anxiety on cognition in school learning. Lisse, The Netherlands: Swets & Zeitlinger.
   Google Scholar
• van der Embse, N., & Hasson, R. (2012). Test anxiety and high stakes test performance between school settings: Implications for educators. Preventing School Failure, 56, 180–187.
   Google Scholar
• Weems, C. F., Scott, B. G., Taylor, L. K., Cannon, M., Romano, D. M., Perry, A. M., et al. (2010). Test anxiety prevention and intervention programs in schools: Program development and rationale. School Mental Health, 2, 62–71.
   Google Scholar
• Wicherts, J., & Zand Scholten, A. (2010). Test anxiety and the validity of cognitive tests: A confirmatory factor analysis perspective and some empirical findings. Intelligence, 38, 169–178.
   Web of Science ®Google Scholar
• Wren, D. G., & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress & Coping, 17, 227–240.
   Web of Science ®Google Scholar
• Yanai, H., & Ichikawa, M. (2007). Factor analysis. In C. R. Rao & S. Sinharay (Eds.), Handbook of statistics: Psychometrics (Vol. 26, pp. 257–298). Amsterdam: Elsivier.
   Google Scholar
• Zeidner, M. (1995). Personality trait correlates of intelligence. In D. Saklofske & M. Zeidner (Eds.), International handbook of personality and intelligence: Perspectives on individual differences (pp. 299–314). New York, NY: Plenum.
   Google Scholar
• Zeidner, M. (1998). Test anxiety: The state of the art. New York, NY: Plenum.
   Google Scholar
• Zeidner, M., & Safir, M. P. (1989). Sex, ethnic, and social differences in test anxiety among Israeli adolescents. Journal of Genetic Psychology, 150, 175–185.
   PubMed Web of Science ®Google Scholar