Investigating the Factorial Structure and Normalization of Persian form of the Children’s Test Anxiety Scale

Ahmadi Ghozlojeg, Ahmad; Baezzat, Fereshteh

doi:10.22054/jcps.2016.7002

Document Type : Research Paper

Authors

¹ Ph.D. in Counseling, Shahid Chamran University of Ahwaz,

² Associate Professor, Department of Psychology, Mazandaran University,

https://doi.org/10.22054/jcps.2016.7002

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 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.

Keywords

References

ابوالقاسمی، عباس؛ اسدی مقدم، عزیزه؛ نجاریان، بهمن؛ شکرکن، حسین. (1375). ساخت و اعتباریابی مقیاسی برای سنجش اضطراب امتحان. فصلنامه علمی- پژوهشی علوم تربیتی و روان شناسی دانشکده روان شناسی دانشگاه شهید چمران اهواز. 3(3 و 4)، 74- 61.

اﺑﻮاﻟﻘﺎﺳﻤﻲ، ﻋﺒﺎس؛ ﻣﻬﺮاﺑﻲزاد، ﻣﻬﻨﺎز؛ ﻛﻴﺎﻣﺮﺛﻲ، آذر؛ درﺗـﺎج، ﻓﺮﻳﺒـﺮز. (1385). ﺑﺮرﺳـﻲ ﻛﺎرآﻣـﺪی دو روش ﺷﻨﺎﺧﺘﻲ و ﻣﻨﻄﻘﻲ ﻫﻴﺠﺎﻧﻲ در ﻛﺎﻫﺶ اﺿﻄﺮاب اﻣﺘﺤﺎن و ﺑﻬﺒﻮد ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲ. ﻣﺠﻠـﻪی اﻧﺪﻳـﺸﻪﻫـﺎی نوین تربیتی، 2 (1و2)، 135-123.

بیرامی، منصور؛ موحدی، یزدان؛ محمدزادگان، رضا؛ سپهوند، رضا. (1394). مقایسه باورهای فراشناختی و نگرانی آسیبشناختی در دانشآموزان مبتلابه نشانگان اختلال اضطراب امتحان و عادی. فصلنامه مطالعات روانشناسی بالینی، 19(5)، 153-139.

چینیفروشان، مسعود؛ نشاط دوست، حمیدطاهر؛ عابدی، محمدرضا. (1395). اثربخشی مداخله گروهی مدیریت استرس به شیوه شناختی و رفتاری بر اضطراب امتحان پسران داوطلب کنکور سراسری. فصلنامه مطالعات روانشناسی بالینی، 6(23)، 148-133.

سدربوشان، نجمه. (1383). تأثیر شیوه واقعیت درمانی گروهی بر کاهش اضطراب دانش آموزان نوجوان دختر. فصلنامه علمی پژوهشی دانش و پژوهش در روانشناسی (دانشگاه آزاد اسلامی اصفهان). 7(25)، 33-2.

سرگلزایی، محمدرضا و همکاران. (1382). رویکرد شناختی رفتاری و برنامه ریزی عصبی کلامی در کنترل اضطراب امتحان. فصلنامه اصول بهداشت روانی. 5(17 و 18)، 47-34.

لشکری پور، کبری؛ بخشانی، نورمحمد؛ سلیمانی، محمدجواد. (1385). بررسی ارتباط بین اضطراب امتحان با عملکرد تحصیلی در دانش آموزان مقطع راهنمایی شهر زاهدان در سال 1384. مجله طبیب شرق، 8(4)، 259-254.

Carter, E. W., Wehby, J., Hughes, C., Johnson, S. M., Plank, D. R., Barton-Arwood, S. M., & Lunsford, L. B. (2005). Preparing adolescents with high-incidence disabilities for high stakes testing with strategy instruction. Preventing School Failure, 49(2), 55–62.

Cassady, J. C. (2010). Test anxiety: Contemporary theories and implications forlearning. In J. C. Cassady (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp.7–26). New York, NY: Peter Lang.

Chamorro, T. P, Furnham, A. (2003). Personality traits and academic examination performance. Journal of Personality, 17(3), 237-250.

Cizek, G. J., & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment:Strategies for classrooms andschools. Thousand Oaks, CA: Corwin Press.

Dawood, E., Ghadeer, H.A., Mistsu, R., Almutary, N., & Alenezi, B. (2016). Relationship between Test Anxiety and Academic Achievement among Undergraduate Nursing Students. Journal of Education and Practice, 7(2), 57-65.

Ferrando, P. & Varea, M. (1999). A Psychometric study of the Test Anxiety Scale for Children in a Spanish sample. Personality and Individual Differences, 27(1), 37-44.

Fiore, A. M. (2012). Gender Differences in Test Anxiety. (Un Published Masters thesis). Master of Arts in Educational Psychology, West Virginia University, USA.

Huberty, T. J. (2009). Test and performance anxiety. Principal Leadership, 10(1), 12–16.

Lindop, E. (1991). Individual Stress Among Nurses Training. Nurse Education Today. 2-11.

MacDonald, A. (2001). The Prevalence and Effects of Test Anxiety in School Children. Educational Psychology. 21(1), 89- 101.

Orbach, G., Lindsay, S. & Gray, S. (2006). A randomized placebo-controlled trial of a self-help Internet-based intervention for test anxiety. Behavior Research and Therapy, Article in pres.

Peleg, O. (2009). Test anxiety, academic achievement, and self-esteem among Arab adolescents with and without learning disabilities. Learning Disability Quarterly, 32, 11–20.

Peleg, O., Deutch, C. & Dan, O. (2016). Test anxiety among female college students and its relation to perceived parental academic expectations and differentiation of self. Learning and Individual Differences, 49, 428-236.

Salend, S. J. (2009). Classroom testing and assessment for all: Beyond standardization. Thousand Oaks, CA: Corwin Press.

Shraddha, P. & Nanda, R. (2016). A Comparative Study to See the Impact of Yoga on Educational Aspiration (EA) and Test Anxiety (TA) among College Going Girls. The International Journal of Indian Psychology, 3(3), 210-215.

Syokwaa, K.A., Aloka, P.J.O., & Ndunge, N.F. (2014). The Relationship between Anxiety Levels and Academic Achievement among Students in Selected Secondary Schools in Lang’ata District, Kenya. Journal of Educational and Social Research, 4(3),403-413.

Wiener, J. (2004). Do peer relationships foster behavioral adjustment in children With learning disabilities?, Learning Disability Quarterly, 27(1), 21–30.

Wren, D.G and Benson, J. (2004). Measuring test anxiety in children: scale development and internal construct validation, Anxiety, Stress, and Coping, 17(3), 227-/240.

Zeidner, M (1998). Test anxiety: The State of the Art, New York, Plenum Publishers.

Clinical Psychology Studies

Investigating the Factorial Structure and Normalization of Persian form of the Children’s Test Anxiety Scale

References

References

Volume 7, Issue 24
September 2016
Pages 175-191

Investigating the Factorial Structure and Normalization of Persian form of the Children’s Test Anxiety Scale

References

References

Volume 7, Issue 24September 2016Pages 175-191

Volume 7, Issue 24
September 2016
Pages 175-191