Interpretation and use of the Multidimensional Test Anxiety Scale (MTAS).

Abstract

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Academic Buoyancy: Overcoming Test Anxiety and Setbacks

“…Despite the inconsistency in approaches used to categorise groups of high- and low-test anxiety, four studies ( Beidel and Turner 1988 ; Beidel et al 1994 ; Herzer et al 2014 ; King et al 1995 ), showed that persons scoring highly on continuous measures of test anxiety met diagnostic thresholds for an anxiety disorder. One study ( von der Embse et al 2021 ) showed students scoring high on a continuous measure of test anxiety were at an elevated risk of developing generalized anxiety disorder (GAD) and panic disorder (PD) using pre-existing cut points on measures on the Revised Child Anxiety and Depression Scale ( Chorpita et al 2005 ). In addition, three studies ( King et al 1995 ; Warren et al 1996 ; Weems et al 2010 ) showed that persons scoring high on continuous measures of test anxiety also reported higher symptoms of emotional disorders (i.e., anxiety and depression).…”

Adaptability vs. buoyancy: Which offers the greater protection against test anxiety and could relations be reciprocal?

“…It is widely considered that test anxiety is multidimensional comprising affective-physiological and cognitive components. In the present study we used a four-factor model of test anxiety von der Embse et al, 2021). There were two affective-physiological factors, namely tension (feelings of unpleasant emotions associated with anxiety) and physiological indicators of anxiety (the perception of autonomic arousal associated with anxiety).…”

“…The relationship between test anxiety, mental health, and wellbeing, has received less attention in the research literature. Nonetheless, studies have shown that highly test anxious students show greater symptoms of anxiety disorders (Putwain, Stockinger, et al, 2021;von der Embse et al, 2021;Weems et al, 2015) and meet diagnostic thresholds for anxiety disorders (Herzer et al, 2014;King et al, 1995). In addition, after accounting for concurrent relations, test anxiety has been shown to predict an increased risk for lower wellbeing (Steinmayr et al, 2015) and subsequent emotion disorders (Putwain, Gallard, et al, 2021).…”

“…Nonetheless, the context in which participants completed measures is characterised by high-stakes as virtue of university entrance depending on A Level examination grades. Studies have shown the MTAS to demonstrate strong internal consistency, test-retest reliability, strong factor loadings, and predictive validity for achievement and wellbeing von der Embse et al, 2021). Accordingly, either model could be used depending on the aims of one's research.…”

Associations between Students’ Test Preparation Strategies and Test Anxiety: Gender, Age, and Parents’ Level of Education as Control Variables

“…Putwain et al [7] reported that MTAS has strong internal consistency (ωs = 0.85-0.91), factorial validity (items loading on target factors λs = 0.46-0.92), and predictive. Also, von der Embse et al [37] reported adequate confirmatory factor analysis of the instrument supporting the construct validity of MTAS. In the current study, we obtained internal consistency values for the four subscales of MTAS; (α = 0.61-0.73); and total test anxiety (α = 0.86).…”