Factor Structure of the Test Anxiety Inventory for Children and Adolescents (TAICA) Scores Across Gender Among Students in Elementary and Secondary School Settings

Lowe, Patricia A.; Lee, Stephen W.

doi:10.1177/0734282907303773

Cited by 49 publications

(35 citation statements)

References 35 publications

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“…These results are similar to the findings reported in the literature, with females endorsing higher levels of test anxiety than males (Hembree, 1988;Lowe & Lee, 2008;Zeidner, 1998). Hembree (1988) conducted a meta-analysis of 143 studies that included 34,340 students in elementary, secondary, and postsecondary schools.…”

Section: Discussionsupporting

confidence: 94%

Examination of the Psychometric Properties of the Test Anxiety Scale for Elementary Students (TAS-E) Scores

Lowe

Grumbein

Raad

2011

Journal of Psychoeducational Assessment

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The psychometric properties of the Test Anxiety Scale for Elementary Students (TAS-E) scores were examined. In Study 1, an exploratory factor analysis (EFA) was performed on the responses of 997 students in Grades 2 to 6 on the TAS-E. The results of the EFA produced a four-factor solution: Physiological Hyperarousal, Social Concerns, Task Irrelevant Behavior, and Worry. Gender differences were also found on each factor, except the Social Concerns factor. In Study 2, a confirmatory factor analysis (CFA) was performed on the TAS-E scores with a sample of 421 elementary students. The CFA results provided support for the four-factor solution in Study 1. The results also indicated that the TAS-E scores had adequate internal consistency reliability and test score stability. Evidence for convergent and discriminant validity of the TAS-E scores was found.

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Section: Discussionsupporting

confidence: 94%

Examination of the Psychometric Properties of the Test Anxiety Scale for Elementary Students (TAS-E) Scores

Lowe

Grumbein

Raad

2011

Journal of Psychoeducational Assessment

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“…Extant measures are available to assess test anxiety in the higher education student population and most of these instruments include multiple dimensions. The Test Anxiety Inventory (TAI; Spielberger, 1980a) consists of two dimensions, a worry dimension and an emotionality dimension, but it is an old measure (Lowe & Lee, 2008a). The TAI is almost 40 years old.…”

Section: Existing Measures Of Test Anxiety For Higher Education Studentsmentioning

confidence: 99%

Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

Lowe¹

2019

HES

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Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.

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“…Four factors have been identified in relation to test anxiety: Hyperarousal, worry, inattention, and social humiliation (e.g., ''I am worried that people will make fun of me when I take a test'' and ''I fear that my teacher will think I am stupid if I fail a test''). [81] Social humiliation had the highest explained variance of the four factors, suggesting that fear of negative social evaluation is at the heart of test anxiety, as it is in SAD. In factor analytic studies on subtypes or dimensions of SAD, as noted earlier, taking an exam/interview/written test has been found to be part of observation fears.…”

Section: Is Test Anxiety a Form Of Sad?mentioning

confidence: 99%

Social anxiety disorder: questions and answers for the DSM-V

et al. 2010

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Background: This review evaluates the DSM-IV criteria of social anxiety disorder (SAD), with a focus on the generalized specifier and alternative specifiers, the considerable overlap between the DSM-IV diagnostic criteria for SAD and avoidant personality disorder, and developmental issues. Method: A literature review was conducted, using the validators provided by the DSM-V Spectrum Study Group. This review presents a number of options and preliminary recommendations to be considered for DSM-V. Results/Conclusions: Little supporting evidence was found for the current specifier, generalized SAD. Rather, the symptoms of individuals with SAD appear to fall along a continuum of severity based on the number of fears. Available evidence suggested the utility of a specifier indicating a ''predominantly performance'' variety of SAD. A specifier based on ''fear of showing anxiety symptoms'' (e.g., blushing) was considered. However, a tendency to show anxiety symptoms is a core fear in SAD, similar to acting or appearing in a certain way. More research is needed before considering subtyping SAD based on core fears. SAD was found to be a valid diagnosis in children and adolescents. Selective mutism could be considered in part as a young child's avoidance response to social fears. Pervasive test anxiety may belong not only to SAD, but also to generalized anxiety disorder. The data are equivocal regarding whether to consider avoidant personality disorder simply a severe form of SAD. Secondary data analyses, field trials, and validity tests are needed to investigate the recommendations and options. Depression and Anxiety 27:168-189, 2010. Key words: DSM-V; social anxiety disorder; social phobia; subtypes; classification; interpersonal; performance; test anxiety; selective mutism; avoidant personality disorder INTRODUCTIONThis review evaluates several issues pertaining to the diagnostic criteria for social phobia or social anxiety disorder (SAD) (Table 1), in light of empirical evidence gathered since DSM-IV. The review was guided by questions posed in the DSM-IV Sourcebook (Vol. 2), chapters titled ''Social phobia'' [1] and ''Social phobia subtypes,''[2] a review conducted as part of the DSM-V Stress Induced and Fear Circuitry Disorders Workgroup Conference, titled ''Social Phobia: Towards DSM V, '' [3] by questions posed by the DSM-V Anxiety, OC Spectrum, Posttraumatic, and Dissociative Disorder Work Group and by issues raised by consulted experts and advisors. The main issues to be addressed are the generalized specifier and its alternatives, the overlap with avoidant personality disorder, and developmental issues including the relationship that SAD shows in childhood with selective mutism (SM) and test anxiety. STATEMENT OF THE ISSUESThis review addresses the following questions, using the validators provided by the DSM-V Task Force: (1) What is the evidence/utility of the DSM-IV generalized specifier? If there is insufficient evidence/utility for a generalized specifier, what is the utility/evidence for alternative sub...

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Factor Structure of the Test Anxiety Inventory for Children and Adolescents (TAICA) Scores Across Gender Among Students in Elementary and Secondary School Settings

Cited by 49 publications

References 35 publications

Examination of the Psychometric Properties of the Test Anxiety Scale for Elementary Students (TAS-E) Scores

Examination of the Psychometric Properties of the Test Anxiety Scale for Elementary Students (TAS-E) Scores

Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

Social anxiety disorder: questions and answers for the DSM-V

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