The Test Anxiety Inventory for Children and Adolescents (TAICA)

Abstract

The Test Anxiety Inventory for Children and Adolescents (TAICA) is a new multidimensional measure used to assess test anxiety in elementary and secondary school students. The TAICA is a 45-item self-report measure consisting of a Total Test Anxiety scale, four debilitating test anxiety subscales (Cognitive Obstruction/Inattention, Physiological Hyperarousal, Social Humiliation, and Worry), a facilitating test anxiety scale (Performance Enhancement/ Facilitation Anxiety), and a Lie scale. In the present study, the psychometric properties of the TAICA scores are examined with a volunteer sample of 206 children and adolescents. Results of the study indicate that the TAICA scores have strong to very strong internal consistency reliability and temporal stability (1- to 3-week test-retest interval). Evidence supporting the construct validity of the TAICA scores was found.

An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance

“…Empirical examinations of test anxiety antecedents have typically studied the constructs associated with these processes in isolation rather than in tandem. As models of test anxiety (e.g., Lowe et al 2008;Segool et al 2014;Zeidner 1998;Zeidner and Matthews 2005) propose antecedents would dynamically interact, when examined separately, the relevance of some antecedents may become overstated. Furthermore, although an obvious candidate to investigate as an executive process, studies have yet to examine relations between emotional regulation and test anxiety.…”

Ansiedad Escolar Infantojuvenil: Una Revisión De Autoinformes

“…Asimismo, únicamente ha sido encontrado un instrumento que evalúe la ansiedad que experimentan infantes y adolescentes ante situaciones de examinación: el Test Anxiety Inventory for Children and Adolescents (TAICA) de Lowe y Lee (2004). Cabe destacar que ha sido validado dos veces: la primera, por Lowe et al (2008) y la segunda, por Unruh y Lowe (2010); en esta última se llevó a cabo una reducción del número de ítems.…”

“…No obstante, la fiabilidad test-retest se ha evaluado en intervalos de tiempo demasiado cortos, siendo el más amplio el correspondiente a la validación del TAICA realizada por Lowe et al (2008) que comprende de 7 a 21 días. Por tanto, pese a que los índices obtenidos se pueden considerar aceptables, para futuras investigaciones se recomienda utilizar intervalos de meses; esto permitirá comprobar si los instrumentos son realmente estables temporalmente.…”

Psychometric properties of the Greek version of the Test Anxiety Inventory

“…Research relating test anxiety to academic performance has established that high levels of test anxiety are associated with lower levels of students' learning and performance (Sub & Prabha, 2003). Often test-anxious students at all levels of education perform more poorly on standardized tests (Everson, Millsap, & Rodriguez, 1991) and receive poorer grades (Chapell, Blanding, Silverstein, Takahashi, Newman, Gubi, & McCann, 2005) than they ought to because anxiety and other test-taking deficiencies interfere with their performance, either directly or indirectly (Efklides, Papadaki, Papantoniou, & Kiosseoglou, 1997Lowe et al, 2008;Metallidou & Vlachou, 2007).…”

“…As testing is a common practice in contemporary society, like Greek society, for making important decisions about an individual's status in school, college, and work (Lowe, Lee, Witteborg, Prichard, Luhr, Cullinan, Mildren, Raad, Cornelius, & Janik, 2008;Zeidner, 1998), it is no wonder that test anxiety is a significant educational problem affecting many of students in our schools and colleges.…”