The multidimensionality of test anxiety: A test of different models

Hodapp, Volker; Benson, Jeri

doi:10.1080/10615809708249302

Cited by 102 publications

(119 citation statements)

References 16 publications

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“…Taking the marker items from each factor produced a four-dimensional inventory of test anxiety, named the German Test Anxiety Inventory (TAI-G), with four subscales measuring (a) worry, (b) emotionality, (c) interference, and (d) lack of confidence. Subsequent studies, using confirmatory factor analysis and Rasch scaling, confirmed the dimensional structure of the TAI-G and demonstrated the Dimensions of Test Anxiety and Coping 5 unidimensionality, reliability, and validity of the individual subscales in both German and US American samples (Hodapp, 1991(Hodapp, , 1995Hodapp & Benson, 1997;Keith, Hodapp, Schermelleh-Engel, & Moosbrugger, 2003;Musch & Bröder, 1999). In addition to excellent psychometric properties, the TAI-G has the great advantage that--while retaining the critical distinction of worry and emotionality introduced by Liebert and Morris (1967)--it includes two further important components of test anxiety:…”

Section: Relations To Ways Of Coping With Pre-exam Anxiety and Uncertmentioning

confidence: 99%

“…Recently, however, this component has begun to generate more interest, with Meijer (2001;Meijer & Elshout, 2001) demonstrating that a self-confidence component could also be found in Morris et al's (1981) revised Worry-Emotionality Scale, and that lack of self-confidence was an important constituent of test anxiety, along with worry and emotionality. Therefore, the TAI-G represents a reliable and valid instrument that captures the four major dimensions of test anxiety that are discussed in current test anxiety research and featured in different instruments (Hodapp & Benson, 1997).…”

Section: Relations To Ways Of Coping With Pre-exam Anxiety and Uncertmentioning

confidence: 99%

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Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty

Stöber¹

2004

Anxiety, Stress & Coping

130

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Cumulative evidence has shown that four dimensions can be differentiated in the experience of test anxiety: worry, emotionality, interference, and lack of confidence. To investigate whether these dimensions show specific relationships with ways of coping, a study with 162 students (75 male, 87 female) examined how students cope with anxiety and uncertainty in the run-up to important exams. Coping strategies included taskorientation and preparation, seeking social support, and avoidance. Results showed that overall test anxiety was related to seeking social support. When dimensions of test anxiety were inspected individually while controlling for interdimensional overlap, however, results showed a specific pattern of relationships: (a) worry was related to task-orientation and preparation and inversely related to cognitive avoidance, (b) emotionality was related to task-orientation and preparation and seeking social support, and (c) interference was related to avoidance and inversely related to task-orientation and preparation, whereas (d) lack of confidence was related to avoidance only.Although some gender differences emerged, the findings indicate that the main components of test anxiety display different relationships with coping. Moreover, they confirm that it is important to differentiate between worry and interference because these dimensions, albeit closely related, may show opposite relationships with ways of coping.

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Section: Relations To Ways Of Coping With Pre-exam Anxiety and Uncertmentioning

confidence: 99%

Section: Relations To Ways Of Coping With Pre-exam Anxiety and Uncertmentioning

confidence: 99%

Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty

Stöber¹

2004

Anxiety, Stress & Coping

130

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“…Test anxiety is viewed as a context-specific trait, a disposition to react with heightened anxiety in the face of situations that are specifically related to tests and performance 1 . Moderate to high levels of test anxiety in school children have been shown to be detrimental to academic success (lowered motivation to learn, impaired learning capacity, increased likelihood of school dropout 2 ), physical health (higher blood pressure, increased general medical illnesses across the lifespan 3 ), and psychosocial functioning (alcohol dependence and social phobia 4 ).…”

Section: Introductionmentioning

confidence: 99%

Selected correlates associated with test anxiety among 14-16 year olds in a Colombo district school

Gunawardena¹,

Zoysa

Jayasinghe

et al. 2017

Sri Lanka J Child Health

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Introduction: Worldwide studies have identified varied correlates associated with test anxiety in school children. Such studies are rare in Sri Lanka.Objective: To explore the association between test anxiety and selected correlates in a group of 14-16 year old Sri Lankan school children.Method: All children (n=107) in the 10 th grade in a selected school completed a psychometric testbattery which was a part of a larger study. These included the Ravens Standard Progressive Matrices (assesses intelligence), Westside Test Anxiety Scale (assesses test anxiety), and the Personality Assessment Questionnaire (assesses personality maladjustment). The students also completed a socio-demographic questionnaire. Their previous semester academic averages were obtained from the school administration. The Colombo Medical Faculty Ethics Review Committee approved the study.Results: Personality maladjustment and test anxiety were significantly and positively correlated (Pearson coefficient correlation = 0.438). The students' previous semester academic scores were also analysed in relation to test anxiety using nonparametric methods. Academic averages showed a _________________________________________ Conclusions:The study indicates that increased personality maladjustment and female gender are associated with test anxiety. It also shows that increased test anxiety is associated with decreased academic performance.

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“…TA was assessed using the English version of the German Test Anxiety Inventory (TAI-G; Hodapp & Benson, 1997) Studies have indicated that this instrument is psychometrically sound. Confirmatory factor analysis (Hodapp & Benson, 1997) supported the Liebert and Morris (1967) dimensions of TA (i.e., Worry and Emotionality), as well as Sarason's (1984) Interference, and Carver and Scheier's (1984) Lack of Confidence among a sample of university students.…”

Section: Methodsmentioning

confidence: 99%

“…Eventually, these contributions led to the development of a commonly utilized and accepted measure of TA in recent research: the German Test Anxiety Index (TAI-G; Hodapp, 1991Hodapp, , 1995. Ensuing research seeking to validate the psychometric properties of the TAI-G in German and American populations demonstrated high reliability and validity across the various sub-domains (Hodapp, 1991(Hodapp, , 1995Hodapp & Benson, 1997;Keith, Hodapp, Schermeller-Engel, & Moosbrugger, 2003;Musch & Broder, 1999). Overall, the research supported that the components of TA include Worry, Emotionality, Interference, and Lack of Confidence (Hodapp, 1991(Hodapp, , 1995, with Worry consistently demonstrating a greater negative impact on test performance compared to the other factors (Deffenbacher, 1980;Hembree, 1988;Liebert & Morris, 1967).…”

Section: Test Anxietymentioning

confidence: 99%