422
Views
8
CrossRef citations to date
0
Altmetric
Research Article

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

, &

References

  • Allison, P. D. (2002). Missing data. Thousand Oaks, CA: Sage Publishing Inc.
  • Asparouhov, T., & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling, 16, 397–438. doi:10.1080/10705510903008204
  • Bados, A., & Sanz, P. (2005). Validation of the revised test anxiety scale and FRIEDBEN test anxiety scale in a Spanish Sample. Anxiety and Stress, 11, 163–174.
  • Baezzat, F., Sadeghi, M. A., Eizadifard, R., & Robenzadeh, S. (2012). Validation and standardization of Persian version of FRIEDBEN test anxiety scale (fta). Psychological Studies, 8.
  • Bandura, A. (1977). Self-efficacy: Toward a unified theory of behavior change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191
  • Bentler, P. M. (1990). Comparative. Psychological Bulletin, 107, 238–246.
  • Bodas, J., & Ollendick, T. H. (2005). Test Anxiety: A cross-cultural perspective. Clinical Child and Family Psychology Review, 8, 65–88. doi:10.1007/s10567-005-2342-x
  • Bodas, J., Ollendick, T. H., & Sovani, A. V. (2008). Test anxiety in Indian children: A cross-cultural perspective. Anxiety, Stress, & Coping, 21(4), 387–404. doi:10.1080/10615800701849902
  • Cassady, J. C. (2010). Anxiety in schools: The causes, consequences, and solutions for academic anxieties. New York, NY: Peter Lang.
  • Cassady, J. C., & Finch, W. H. (2014). Confirming the factor structure of the cognitive test anxiety scale; Comparing the utility of three solutions. Educational Assessment, 19, 229–242. doi:10.1080/10627197.2014.934604
  • Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295. doi:10.1006/ceps.2001.1094
  • Cizek, G., & Burg, S. (2006). Addressing test anxiety in a high stakes environment. Thousand Oaks, CA: Corwin Press.
  • Costello, A. B, & Osborne, J. W. (2005). Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. practical assessment. Research & Evaluation, 10(7), 1-9.
  • Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.
  • Covington, M. V., & Omelich, C. L. (1977). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169–182. doi:10.1037/0022-0663.71.2.169
  • Daly, A. L., Chamberlain, S., & Spalding, V. (2011). Test anxiety, heart rate and performance in A-level French-speaking mock exams: An exploratory study. Educational Research, 53(3), 321–330. doi:10.1080/00131881.2011.598660
  • DiStefano, C., & Motl, R. W. (2006). Further investigating method effects associated with negatively worded items on self-report surveys. Structural Equation Modeling, 13(3), 440–464. doi:10.1207/s15328007sem1303_6
  • Ergene, T. (2003). Effective interventions on test anxiety reduction: a meta-analysis. School Psychology International, 24(3), 313-328.
  • Fong, T. C., Chan, J. S., Chan, C. L., Ho, R. T., Ziea, E. T., Wong, V. C., … Ng, S. M. (2015). Psychometric properties of the chalder fatigue scale revisited: An exploratory structural equation modeling approach. Quality of Life Research, 24(9), 2273–2278. doi:10.1007/s11136-015-0944-4
  • Friedman, I. A., & Bendas-Jacob, O. (1997). Measuring perceived test anxiety in adolescents: A self-report scale. Educational and Psychological Measurement, 57, 1035–1046. doi:10.1177/0013164497057006012
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26(5), 617–635. doi:10.1177/0143034305060802
  • Hancock, G. R., & Mueller, R. O. (Eds.). (2013). Structural equation modeling: A second course (2nd ed.). Charlotte, NC: Information Age Publishing, Inc.
  • Hembree, R. (1988). Correlates, causes, and treatment of test anxiety. Review of Educational Research, 58, 47–77. doi:10.3102/00346543058001047
  • Hill, K. T. (1972). Anxiety in the evaluative context. In W. Hartup (Ed.), The young child (Vol. 2, pp. 225–263). Washington, DC: National Association for the Education of Young Children.
  • Hill, K. T., & Wigfield, A. (1984). Test Anxiety: A major educational problem and what can be done about it. The Elementary School Journal, 85(105), 126. doi:10.1086/461395
  • Kline, R. B. (2016). Methodology in the social sciences. In Principles and practice of structural equation modeling (4th ed.). New York, NY: Guilford Press.
  • Krohne, H. W. (1992). Developmental conditions of anxiety and coping: A two-process model of child-rearing effects. In K. A. Hagtvet & B. T. Johnsen (Eds.), Advances in test anxiety research (Vol. 7, pp. 143–155). Lisse The Netherlands: Swets & Zeitlinger.
  • Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20, 975–978. doi:10.2466/pr0.1967.20.3.975
  • Lowe, P. A. (2014). The test anxiety measure for adolescents (TAMA) examination of the reliability and validity of the scores of a new multidimensional measure of test anxiety for middle and high school students. Journal of Psychoeducational Assessment, 32(5), 404–416. doi:10.1177/0734282913520595
  • Lowe, P. A. (2017). The test anxiety measure for college students: Examination of its psychometric properties using an online survey with a Canadian sample. Canadian Journal of School Psychology, 0829573517725178.
  • Lowe, P. A., Grumbein, M. J., & Raad, J. M. (2011). Examination of the psychometric properties of the test anxiety scale for elementary students (TAS-E) scores. Journal of Psychoeducational Assessment, 29(6), 503–514. doi:10.1177/0734282910395894
  • Lowe, P. A., & Lee, S. W. (2007). Factor structure of the test anxiety inventory for children and adolescents (TAICA) scores across gender among students in elementary and secondary school settings. Journal of Psychoeducational Assessment, 26, 231–246. doi:10.1177/0734282907303773
  • Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., … Janik, M. (2008). The test anxiety inventory for children and adolescents (TAICA): Examination of the psychometric properties of a new multidimensional measure of test anxiety among elementary and secondary school students. Journal of Psychoeducational Assessment, 26(3), 215–230. doi:10.1177/0734282907303760
  • Marsh, H. W. (2007). Application of confirmatory factor analysis and structural equation modeling in sport and exercise psychology. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (pp. 774-798). Hoboken, NJ,: John Wiley & Sons Inc.
  • Marsh, H. W., Lien, G. A. D., Martin, A. J., Morin, A. J. S., & Nagengast, B. (2011). Methodological measurement fruitfulness of exploratory structural equation modeling (ESEM): New approaches to key substantive issues in motivation and engagement. Journal of Psychoeducational Assessment, 29, 332–346. doi:10.1177/0734282911406657
  • Marsh, H. W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A. J. S., Trautwein, U., & Nagengast, B. (2010). A new look at the big five structure through structural equation modeling. Psychological Assessment, 22, 471–491. doi:10.1037/a0019227
  • Marsh, H. W., Morin, A. J., Parker, P. D., & Kaur, G. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology, 10, 85–110. doi:10.1146/annurev-clinpsy-032813-153700
  • Marsh, H. W, Muthén, B, Asparouhov, T, Lüdtke, O, Robitzsch, A, Morin, A J, & Trautwein, U. (2009). Exploratory structural equation modeling. Integrating Cfa and Efa: Application to Students' Evaluations Of University Teaching. Structural Equation Modeling: a Multidisciplinary Journal, 16(3), 439-476.
  • Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103, 701–732. doi:10.1037/a0024122
  • McDonald, R. P. (1970). The theoretical foundations of principal factor analysis, canonical factor analysis and alpha factor analysis. British Journal Of Mathematical Psychology, 23, 1–21.
  • Meijer, J. (2001). Learning potential and anxious tendency: Test anxiety as a bias factor in educational testing. Anxiety, Stress and Coping, 14, 337–362. doi:10.1080/10615800108248361
  • Morin, A. J, Arens, A. K, Tran, A, & Caci, H. (2016). Exploring sources of construct‐relevant multidimensionality in psychiatric measurement: a tutorial and illustration using the composite scale of morningness. International Journal Of Methods in Psychiatric Research, 25(4), 277-288.
  • Morin, A. J., & Maiano, C. (2011). Cross-validation of the short form of the physical self-inventory (PSI-S) using exploratory structural equation modeling (ESEM). Psychology of Sport and Exercise, 12(5), 540–554. doi:10.1016/j.psychsport.2011.04.003
  • Morris, L. W, & Liebert, R. M. (1970). Relationship of cognitive and emotional components of test anxiety to physiological arousal and academic performance. Journal Of Consulting and Clinical Psychology, 35(3), 332-337. doi: 10.1037/h0030132
  • Muthen, B. O. 1998–2004. Mplus Technical Appendices. Los Angeles, CA: Muthen & Muthen. Downloaded from www.statmodel.com on June, 2017
  • Muthén, L. K., & Muthén, B. O. (1998-2012). Mplus User’s Guide (Seventh ed.). Los Angeles, CA: Muthén & Muthén.
  • Newton, P. E. (2007). Clarifying the purposes of educational assessment. Assessment in Education, 14(2), 149–170. doi:10.1080/09695940701478321
  • Nichols, S. L., & Berliner, D. C. (2005). The inevitable corruption of indicators and educators through high-stakes testing. Education Policy Research Unit, 1–180.
  • Oetting, E. R., & Deffenbacher, J. L. (1980). Manual: Test Anxiety Profile. Fort Collins, CO: Tri-Ethnic Center for Prevention Research.
  • Putwain, D. W., Symes, W., & Wilkinson, H. M. (2017). Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals. British Journal of Educational Psychology, 87, 16–31. doi:10.1111/bjep.12132
  • Putwain, D. W., Woods, K. A., & Symes, W. (2010). Personal and situational predictors of test anxiety of students in post-compulsory education. British Journal of Educational Psychology, 80, 137–160. doi:10.1348/000709909X466479
  • Rosellini, A. J., & Brown, T. A. (2011). The NEO five-factor inventory: Latent structure and relationships with dimensions of anxiety and depressive disorders in a large clinical sample. Assessment, 18, 27–38. doi:10.1177/1073191110382848
  • Sackett, P., Borneman, M., & Connelly, B. (2008). High-stakes testing in higher education and employment: Appraising the evidence for validity and fairness. American Psychologist, 63(4), 215–227. doi:10.1037/0003-066X.63.4.215
  • Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929–938. doi:10.1037/0022-3514.46.4.929
  • Sarason, S. B., Davidson, K. S., Lightfall, F. F., Waite, R., & Ruebush, B. K. (1960). Anxiety in elementary school children. Oxford, England: John Wiley.
  • Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A. (2013). Heightened test anxiety among young children: Elementary school students’ anxious responses to high-stakes testing. Psychology in the Schools, 50, 489–499. doi:10.1002/pits.21689
  • Spielberger, C. D., Gonzalez, H. P., Taylor, C. J., Anton, E. D., Algaze, B., Ross, G. R., & Westberry, L. G. (1980). Manual for the Test Anxiety Inventory (“Test Attitude Inventory”). Redwood City, CA: Consulting Psychologists Press.
  • Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25, 173–180. doi:10.1207/s15327906mbr2502_4
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston, MA: Pearson.
  • Thomas, C. L., Cassady, J. C., & Finch, W. H. (2018). Identifying severity standards on the cognitive test anxiety scale: Cut score determination using latent class and cluster analysis. Journal of Psychoeducational Assessment, 36, 492–508. doi:10.1177/0734282916686004
  • Tucker, L. R., & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1–10. doi:10.1007/BF02291170
  • Van de Vijver, F. J. R., & Leung, K. (2000). Methodological issues in psychological research on culture. Journal of Cross- Cultural Psychology, 31, 33–51. doi:10.1177/0022022100031001004
  • von der Embse, N. P., Kilgus, S. P., Segool, N., & Putwain, D. (2013). Identification and validation of a brief test anxiety screening tool. International Journal of School and Educational Psychology, 1, 246–258. doi:10.1080/21683603.2013.826152
  • von der Embse, N. P., Mata, A. D., Segool, N., & Scoot, E. (2014). Latent profile analysis of test anxiety: A pilot study. Journal of Psychoeducational Assessment, 32, 165–172. doi:10.1177/0734282913504541
  • von der Embse, N. P, Schultz, B. K, & Draughn, J. D. (2015). Readying students to test: the influence of fear and efficacy appeals on anxiety and test performance. School Psychology International, 36(6), 620-637.
  • Weems, G. H., & Onwuegbuzie, A. J. (2001). The impact of midpoint responses and reverse coding on survey data. Measurement & Evaluation in Counseling and Development, 34, 166–177.
  • Whitaker Sena, J. D., Lowe, P. A., & Lee, S. W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. Journal of Learning Disabilities, 40(4), 360–376. doi:10.1177/00222194070400040601
  • Wigfield, A., & Eccles, J. S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24(2), 159–183. doi:10.1207/s15326985ep2402_3
  • Wren, D. G., & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress & Coping, 17(3), 227–240. doi:10.1080/10615800412331292606
  • Ye, F., & Wallace, T. L. (2014). Psychological sense of school membership scale: Method effects associated with negatively worded items. Journal of Psychoeducational Assessment, 32(3), 202–215. doi:10.1177/0734282913504816
  • Zeidner, M. (1998). Perspectives on individual differences. Test anxiety: The state of the art. New York, NY, US: Plenum Press.
  • Zeidner, M., & Matthews, G. (2005). Evaluative anxiety. In A. Elliott & C. Dweck (Eds.), Handbook of competence and motivation (pp. 141–166). New York: Guilford Press.
  • Zohor, D. (1998). An additive model of test anxiety: Role of exam-specific expectations. Journal of Educational Psychology, 90(2), 330–340. doi:10.1037/0022-0663.90.2.330

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.