As Seymour Sarason (1959), a major early contributor to theory and research on test anxiety, observed, “We live in a test‐conscious, test‐giving culture in which the lives of people are in part determined by their test performance” (p. Consequently, it is not surprising that test anxiety is a pervasive problem for many students who are so disturbed by the stress associated with taking tests that they experience substantial decrements in performance in evaluative situations. During examinations, individuals high in test anxiety are more likely to experience frequent and intense elevations in anxiety as an emotional state (S‐Anxiety), greater activation of the autonomic nervous system, and more self‐centered worry and task‐irrelevant thoughts that interfere with attention and performance.
Test Anxiety Inventory Spielberger 1980 Pdf
Given these characteristics, test anxiety can be viewed as a situation‐specific personality trait (Spielberger, Gonzalez, Taylor, Algaze, & Anton, 1978).
The study was a confirmatory investigation of the factor structure of the Test Anxiety Inventory (TAI) proposed by Spielberger, Gonzalez, Taylor, Algaze, and Anton (1978). The subjects were 752 college students (200 men and 542 women; 10 subjects did not report gender). The viability of a two-factor (emotionality and worry) oblique model was examined as compared to a two-factor orthogonal model, a single-factor model, and a null model. Results clearly supported the two-factor oblique solution. In addition, the invariance of the TAI factor structure across gender was supported as results indicated that a two-factor oblique solution with equal loadings and equal factor covariances provided a good model fit across both men and women. It was noted that two particular items, though empirically confirmed, appeared to be placed on the wrong factors.
In addition, the necessity for a twenty-item, as opposed to a sixteen-item, TAI was questioned as the internal consistencies (coefficient alpha) of the two versions were similar. Suggestions for possible revision of the instrument were made.
Although test anxiety is increasingly used in research with multiple constructs, it is not always possible to administer a lengthy scale to measure it. And Deane, F. Development of a short form of the test anxiety inventory (TAI). The Journal of General Psychology, 129(2): 127– 136., developed a 5-item short form of the 20-item Test Anxiety Inventory (TAI; see Spielberger, C.
D., Gonzalez, H. P., Taylor, C.
J., Algaze, B. And Anton, W. “ Examination stress and test anxiety”. In Stress and anxiety, Edited by: Spielberger, C. And Sarason, I. New York: Hemisphere/Wiley. Although evidence of reliability and validity was good, there were several limitations, including the age and gender of the sample, and the lack of data obtained with the short form rather than the original TAI.
The current study attempts to address those limitations and augment previous results with additional types of validity evidence (i.e., coefficients of divergent validity and exploratory factor analysis) in a sample of 152 seventh- and eighth-graders. Results were high reliability (.86) and good evidence of multiple facets of validity.
Previous results were confirmed and extended for adolescents and for use in applied psychological and educational settings.
Description of Measure: The State-Trait Anxiety Inventory (STAI) is a commonly used measure of trait and state anxiety (Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983). It can be used in clinical settings to diagnose anxiety and to distinguish it from depressive syndromes. It also is often used in research as an indicator of caregiver distressForm Y, its most popular version, has 20 items for assessing trait anxiety and 20 for state anxiety.
State anxiety items include: “I am tense; I am worried” and “I feel calm; I feel secure.” Trait anxiety items include: “I worry too much over something that really doesn’t matter” and “I am content; I am a steady person.” All items are rated on a 4-point scale (e.g., from “Almost Never” to “Almost Always”). Higher scores indicate greater anxiety. The STAI is appropriate for those who have at least a sixth-grade reading level.Internal consistency coefficients for the scale have ranged from.86 to.95; test-retest reliability coefficients have ranged from.65 to.75 over a 2-month interval (Spielberger et al., 1983).
Test-retest coefficients for this measure in the present study ranged from.69 to.89. Considerable evidence attests to the construct and concurrent validity of the scale (Spielberger, 1989).Studies also have shown that it is a sensitive predictor of caregiver distress over time, and that it can vary with changes in support systems, health, and other individual characteristics (Elliott, Shewchuk, & Richards, 2001; Shewchuk, Richards & Elliott, 1998).ReferencesElliott, T, Shewchuk, R, & Richards, J.S. Family caregiver problem solving abilities and adjustment during the initial year of the caregiving role. Journal of Counseling Psychology, 48, 223-232.Shewchuk, R., Richards, J. S., & Elliott, T. Dynamic processes in health outcomes among caregivers of patients with spinal cord injuries. Health Psychology, 17, 125-129.Spielberger, C.
State-Trait Anxiety Inventory: Bibliography (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G. Manual for the State-Trait Anxiety Inventory.
State Trait Anxiety Inventory Pdf
Palo Alto, CA: Consulting Psychologists Press.
Test Anxiety Inventory Test Anxiety Inventory Purpose: Designed to measure test anxiety. Population: High school and college students.
Score: Percentile ranking. Time: (8-10) minutes.
Spielberger Anxiety Scale
Author: Charles D. Publisher: Consulting Psychologists Press, Inc.
Description: The Test Anxiety Inventory (TAI) is a self-report inventory designed to measure test anxiety (TA) as a situation-specific personality trait. The TAI consists of 20 items or statements, and the respondents indicate on a four point Likert-type scale how often they experience the feeling described in each statement. The TAI provides a measure of total TA (TAI-T) as well as measures of two TA components-worry (W) and emotionality (E). Scoring: The TAI is a brief instrument occupying one side of a page on which the 20 items are printed. The total TAI score (TAI-T) is based on all 20 items. Eight of the items measure the W component and 8 items measure the E. Four items that load on both subscales contribute to the TAI-T score but are not scored on either the W or E subscales.
Percentile ranks are calculated from the raw scores. Reliability: Test-retest reliabilities for TAI-T are reported for groups of high school, college, and graduate students over time periods ranging from two weeks to six months. Reliability was in the range of.80 to.81 for two-week to one-month periods with all groups. After six months, the reliability was.62 for a group of high school students. The alpha coefficients for TAI-T ranged from.92 to.96; for the subscales, alphas ranged from.83 to.91 for TAI-W, and from.85 to.91 for TAI-E. Validity: The relationship between the TAI and its subscales with other anxiety measures (e.g., Sarason’s Test Anxiety Scale (TAS), Liebert & Morris’ Worry and Emotionality Questionnaire (WEQ), the STAI State and Trait Anxiety scales, and the STAI State Anxiety scale administered under examination stress conditions) all provide evidence of convergent validity.
The correlation between the TAI-T score and the TAS was sufficiently high (.82 to.83) to suggest that the two scales measure essentially the same construct. Norms: The normative sample consisted of high school and college students. Suggested Uses: The TAI is recommended for use in research and clinical settings.
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