The State-Trait Anger Expression Inventory (STAXI) is a relatively new, 44-item instrument designed to measure anger as a situational emotional response (state) and as a predispositional quality (trait). The STAXI also contains three scales designed to assess three different dimensions of the expression of anger: (a) Anger-In, (b) Anger-Out, and (c) Anger-Control. This study was designed to examine the factor structure of the STAXI. A sample of 455 college students were administered the instrument, and a principal axis factor analysis with varimax rotation was performed for the 44 items. Additionally, coefficient alpha for each scale and scale intercorrelations are reported. The results of the factor analysis are similar to the scale structure claimed for this instrument.

The ability of 3 theoretical models to explain the academic performance and test anxiety of 178 undergraduates was compared. The cognitive-attentional model includes negative thoughts and underlying concerns. The cognitive-skills model also includes study habits. The social learning model includes self-efficacy and outcome expectations as well as goal-related motivation. In hierarchical regressions, variable sets from all models added unique variance to explain performance and to explain test anxiety. Cognitive-attentional processes emerged as relatively more important than academic skills or social learning processes, though the latter sets did contribute significantly. It is recommended that cognitive-attentional accounts be replaced by multipledeficit formulations, and that multimodal counseling address cognitive, skills, and social learning processes.

This study was designed to explore sex differences along several affective dimensions. A sample of 455 undergraduate students was administered several affective scales. A discriminant analysis was performed using the affective scales as discriminating variables and sex as the group variable. Significant sex differences were found on only two of nine affective scales, and the substantive significance of these differences seems to he minimal. The authors concluded that the promotion of faulty stereotypical beliefs should be abandoned in favor of increasingly complex inquiry in this area.

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