Eine Kurzform des Prüfungsängstlichkeitsinventars TAI-G

Wacker, A.; Jaunzeme, Jelena; Jaksztat, Steffen

doi:10.1024/1010-0652.22.1.73

Cited by 43 publications

(25 citation statements)

References 14 publications

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“…The content of the five items was based on the five items of the TAI-G (Wacker et al, 2008) that focus on the experience of worries (see above). In contrast to the original TAI-G items that simply ask whether the person has such worries during tests, this measure referred to the degree to which participants felt that they were distracted by such worrisome thoughts while performing the cognitive task.…”

Section: Methodsmentioning

confidence: 99%

Role of self-control strength in the relation between anxiety and cognitive performance.

Bertrams¹,

Englert²,

Dickhäuser³

et al. 2013

Emotion

103

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In the present work, we examine the role of self-control resources within the relationship between anxiety and cognitive test performance. We argue that self-control is required for keeping attention away from anxiety-related worries, which would otherwise distract a person from performing on the test. In Study 1 (N = 67) and Study 2 (N = 96), we found that state anxiety was negatively related to performance of verbal learning and mental arithmetic if participants' self-control resources were depleted, but it was unrelated if participants' self-control was intact. In Study 3 (N = 99), the worry component of trait test anxiety was more strongly related to perceived distraction by worries while performing an arithmetic task for participants with depleted self-control resources than for nondepleted participants. Furthermore, distraction by worries showed to be responsible for suboptimal performance. The findings may help to clarify the anxiety-performance relationship and offer a novel approach for counteracting performance decrements associated with test anxiety.

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Section: Methodsmentioning

confidence: 99%

Role of self-control strength in the relation between anxiety and cognitive performance.

Bertrams¹,

Englert²,

Dickhäuser³

et al. 2013

Emotion

103

View full text Add to dashboard Cite

show abstract

“…For this purpose, we used the brief version of the Test Anxiety Inventory-German (Wacker et al, 2008). Participants reported their typical experiences during test situations on nine items, using scales labeled almost never (1), sometimes (2), often (3), and almost always (4).…”

Section: Methodsmentioning

confidence: 99%

Higher Self-Control Capacity Predicts Lower Anxiety-Impaired Cognition during Math Examinations

2016

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We assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math examinations was assessed. Higher self-control capacity, but neither self-efficacy nor self-esteem, predicted lower anxiety-impaired cognition 5 months later, over and above baseline anxiety-impaired cognition. Moreover, self-control capacity was indirectly related to math grades via anxiety-impaired cognition. The findings suggest that improving self-control capacity may enable students to deal with anxiety-related problems during school tests.

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“…A short form of the Test Anxiety Inventory-German version (TAI-G; Hodapp, 1991), a questionnaire consisting of 15 items (Wacker et al, 2008) was employed to assess four dimensions of test anxiety: worry (five items), excitement (four items), lack of confidence (three items), and interference (three items). The mean total score (1-4) was applied to test the hypotheses.…”

Section: Tai-gmentioning

confidence: 99%

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

2020

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Reasoning is regarded to be an essential facet of fundamental cognitive abilities. As examinee characteristics may affect performance in Reasoning tests, concern about maintaining fairness is expressed. The purpose of the current study was to examine effects of response format on psychometric properties and fairness of a matrices test according to examinee's sex, risk propensity, and test anxiety. A total of 433 German-speaking pupils (aged 14-20) were randomly assigned to either a multiple choice or a free response version of the same 25-item test. Data analysis yielded Rasch-homogeneous 23-item versions, with higher reliability, but lower criterion validity for the free response test. No interactions between response format and sex, test anxiety, or risk propensity were revealed, but a significant main effect of sex: men out-performed women in reasoning irrespective of response format. Results are discussed with reference to attributes of the test situation and sample characteristics.

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Eine Kurzform des Prüfungsängstlichkeitsinventars TAI-G

Cited by 43 publications

References 14 publications

Role of self-control strength in the relation between anxiety and cognitive performance.

Role of self-control strength in the relation between anxiety and cognitive performance.

Higher Self-Control Capacity Predicts Lower Anxiety-Impaired Cognition during Math Examinations

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

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