Latent Profiles of Test Anxiety: Considering its Multi-Faceted Structure

Möcklinghoff, Sarah; Rapoport, Olga; Heckel, Christian; Messerschmidt-Grandi, Caterina; Ringeisen, Tobias

doi:10.1016/j.ijer.2021.101882

Cited by 8 publications

(5 citation statements)

References 40 publications

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“…We found that learners with better performance on hands‐on tasks had lower anxiety and higher confidence levels as well as higher learning outcome levels. This result is consistent with the conclusions of Möcklinghoff et al (2021), showing that anxiety and confidence levels impact the practical ability of learners. We also found that lower anxiety levels can lead learners to improve their knowledge levels.…”

Section: Discussionsupporting

confidence: 93%

“…Alternatively, educators can boost academic success and classroom performance and diminish learning anxiety by integrating the theory and practice of the curriculum (Demir, 2021). Möcklinghoff et al (2021) also propose that future teaching research apply different interventions or change teaching materials to diverse situations and evaluate whether they have different effects on reducing learning anxiety or increasing learning confidence and learning performance. Furthermore, learners may not be able to connect what they have just learned with what was previously learned without proper guidance or immediate support during the learning process (Hsu & Hwang, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

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Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Wang

Cheng

Lee

et al. 2023

Computer Assisted Learning

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Background: Benefited from advances in technology, virtual reality (VR) has been widely applied to learning content in operational training as well as handson courses. However, most current studies tend to evaluate learning effectiveness in this application, and few were focused on how learners can be benefited from transferring the knowledge learned to real-world field performance.Moreover, in application-oriented hands-on courses such as embedded electronic circuits, to our best knowledge, none were presented in interactive learning materials with the combination of VR and neither were the understanding of the changes in cognition, learning anxiety, and learning confidence during the learning process. Method and Objective:We combine VR technology with hands-on tasks to design a VR-based embedded electronic circuit learning system. We conduct a quasiexperiment to investigate differences in knowledge, comprehension, and application levels in different learning environments, and to assess learning performance, learning anxiety, and learning confidence levels when applying the knowledge learned to real-world hands-on tasks.Results: Groups that receive VR-mediated training exhibit superior knowledge, comprehension, and application levels. In addition, learners with higher levels of knowledge and application exhibit lower learning anxiety and higher learning confidence during practical application tasks. Conclusions:We investigate the learning outcomes of learners on practical hands-on tasks after VR-mediated learning. To improve the learning experience and performance for learners in an embedded electronic circuit course, we discuss the learning performance in terms of the knowledge and concepts learned in the VR environment and transferred to the real world. The results show that learners achieve better cognitive levels in the learning process through the VR system described here. Better performance on hands-on tasks was also obtained as well as low anxiety and high confidence levels.

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Section: Discussionsupporting

confidence: 93%

Section: Literature Reviewmentioning

confidence: 99%

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Wang

Cheng

Lee

et al. 2023

Computer Assisted Learning

View full text Add to dashboard Cite

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“…Cognitive interference occurs when negative beliefs about performance intrude on one’s ability to concentrate (Eysenck & Calvo, 1992). Other perspectives similarly converge on a four-factor model, yet the conceptualization of the factors may differ slightly (see Möcklinghoff et al, 2021; Mowbray et al, 2015).…”

Section: Relevant Theories and Framework Of Test Anxietymentioning

confidence: 99%

Development, Validation, and Evidence of Measurement Invariance of a Shortened Measure of Trait Test Anxiety

Ober

Liu

Cheng

2024

European Journal of Psychological Assessment

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We develop and validate a short self-report measure of test anxiety, the Trait Test Anxiety Inventory – Short (TTAI-S) following the Kane (2013) validation framework. Data were collected from three independent samples of young adults in the US ( N = 629; Mage = 22.25 years). Evidence was gathered to support three aspects of the validity argument (i.e., scoring, extrapolation, and generalization). Good internal consistency and confirmed structure of a single factor supported scoring inferences. Scalar measurement invariance between different samples (Internet vs. undergraduate students) and demographic subgroups (i.e., gender, race/ethnicity, and parental educational attainment) provided evidence for generalization inferences. Significant associations between the TTAI-S score and theoretically relevant (state test anxiety, performance expectation, and self-confidence in math) and weaker associations with less relevant constructs (enjoyment, motivation, and values in learning math) substantiated extrapolation inferences. Having established measurement invariance, we examined demographic differences and found that students historically underserved or underrepresented in STEM disciplines reported greater test anxiety than their counterparts. These findings support the validity of the TTAI-S, a concise measure that is easy to administer and easy to score. The TTAI-S may be used to further investigate trait test anxiety for a diverse population, particularly factors that may contribute to or mitigate group differences.

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“…In most cases, female students reported higher levels of test anxiety. Möcklinghoff et al (2021) explored specific profiles of test anxiety using latent profile analysis and found a significant negative relationship between test anxiety and academic achievement. Similarly, del Mar Ferradás et al (2018) explored the impact of self‐handicapping strategies on academic achievement and identified five profiles.…”

Section: Test Anxietymentioning

confidence: 99%

“…The dynamic interaction among multiple situational and learner factors results in student subgroups or profiles each with unique patterns of test anxiety "causes" and "outcomes" which necessitate differing forms of academic support (Thomas & Cassady, 2019). Although test anxiety typologies have been proposed in the literature (Zeidner, 1998; THOMAS and OZER | 2669 Zeidner et al, 2005), empirical investigations attempting to identify unique test anxiety subtypes considering learners' test anxiety levels and associated motivational characteristics are relatively scarce (Cassady et al, 2023;Möcklinghoff et al, 2021;Putwain & Daly, 2013). Thus, the current study was designed to investigate the existence of unique student subtypes within two distinct cultural contexts using person-centered analytic methods.…”

Section: Introductionmentioning

confidence: 99%

A cross‐cultural latent profile analysis of university students' cognitive test anxiety and related cognitive‐motivational factors

Thomas,

Ozer

2024

Psychology in the Schools

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The successful treatment of test anxiety treatment requires an understanding of the unique barriers and challenges faced by test‐anxious students. Therefore, the current study utilized a combination of person‐centered and qualitative methods to investigate the existence of unique subpopulations or subtypes of test‐anxious students within Turkish and United States student samples. University students (N = 422) completed measures of cognitive test anxiety, self‐efficacy, academic buoyancy, failure appraisal, academic self‐handicapping, and goal commitment. Participants also completed open‐ended questions assessing facilitators and inhibitors of academic success. The results of a multigroup latent profile analysis identified four learner subtypes in both the Turkish and United States samples. However, our analyses revealed structural differences in latent profiles identified in two cultural contexts. Furthermore, the qualitative results emphasized the importance of self‐regulated learning, buoyancy, goal commitment, and self‐actualization to academic success. Our discussion emphasizes the importance of considering learners' unique characteristics when designing educational supports.

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Latent Profiles of Test Anxiety: Considering its Multi-Faceted Structure

Cited by 8 publications

References 40 publications

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Development, Validation, and Evidence of Measurement Invariance of a Shortened Measure of Trait Test Anxiety

A cross‐cultural latent profile analysis of university students' cognitive test anxiety and related cognitive‐motivational factors

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