Ahmad Ahmadi Ghozlojeg; Fereshteh Baezzat
Abstract
This study has been conducted with the intention of studying the factorial structure and normalization of Children’s Test Anxiety Scale in Iranian students of primary schools in Tehran. The sample of this study included 416 students (216 girls and 210 boys) of third to fifth grades students of ...
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This study has been conducted with the intention of studying the factorial structure and normalization of Children’s Test Anxiety Scale in Iranian students of primary schools in Tehran. The sample of this study included 416 students (216 girls and 210 boys) of third to fifth grades students of Tehran primary schools that were selected through multiple stage clusters randomized sampling method. They completed Persian form of Children’s Test Anxiety Scale. The data were analyzed using Cronbach's alpha coefficient, exploratory and confirmatory factor analysis and independent T test. The results showed that Cronbach's alpha coefficient was 0.85 for the whole scale. Based on the factor analysis of this scale using the principal components analysis (Varimax rotation) three factors were extracted: worrisome thoughts, off-task behaviors and autonomic reactions. Result of confirmatory factor analysis showed that three factor models seem to provide a satisfactory and parsimonious fit to the data in the present study. Considering the Appropriate factor structure of the Children’s Test Anxiety Scale, this scale can be used for the measurement of the degree of test anxiety in Iranian primary school students.
Mansour Bayrami; Yazdan Movahedi; Reza Mohammad Zadegan; Reza Sepahvand
Volume 5, Issue 19 , October 2015, , Pages 139-153
Abstract
Metacognition is a multidimensional concept entailing knowledge, processes and the strategies which assess, monitor, or control cognition. This study sets out to draw a comparison between metacognitive beliefs and pathological worry in the students with test anxiety syndrome and normal students. In this ...
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Metacognition is a multidimensional concept entailing knowledge, processes and the strategies which assess, monitor, or control cognition. This study sets out to draw a comparison between metacognitive beliefs and pathological worry in the students with test anxiety syndrome and normal students. In this causal-comparative study, 670 individuals were selected from the senior high school students in Tabriz by means of multistep cluster random sampling method and responded to Spellberger Test Anxiety Scale. Then, 100 students with test anxiety disorder were selected and matched with 100 normal students. Moreover, they responded not only to demographic questions but also to Wells & Cartwright Scale of Metacognitive Beliefs, and Pennsylvania Worry Scale. The data were analyzed by means of multivariate variance analysis. The results suggest that there is a significant difference between the scores of students with test anxiety disorder and normal students as to the components of metacognitive beliefs and pathological worry. Metacognitive beliefs serve as effective factors in students' mental health, and one could make an improvement in their mental health by altering the metacognitions which develop negative and incompatible attitudes and general negative beliefs.
