Arousability, trait anxiety and the worry and emotionality components of test anxiety

Hocevar, Dennis; El-Zahhar, Nabil

doi:10.1080/10615808808248223

Cited by 13 publications

(1 citation statement)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A major factor in test score variance, test anxiety has been the topic of extensive research. It is recognized, measured, correlated, predicted, treated, and deconstructed (Alpert & Haber, 1960;Bruch, Pearl, & Giordano, 1986;Deffenbacher & Hazaleus, 1985;Herman, 1990;Hocevar, 1988;Kalechstein, Hocevar, & Kalechstein, 1988;Krampen, 1988;Naveh-Benjamin, 1991;Sarason, 1984;Smith, Arnkoff, & Wright, 1990;Spielberger, 1976). The construct is conceptualized using three different models: the cognitive-attentional model (Sarason, 1972(Sarason, , 1980Wine, 1982), the dual deficit model (Bruch et al, 1986;Meichenbaum & Butler, 1980), and the model based on social learning theory (Bandura, 1977(Bandura, , 1982.…”

Section: Summary Of the Literaturementioning

confidence: 99%

Psychological Predictors Of The Propensity To Omit Short-Response Items On A High-Stakes Achievement Test

Matters

Burnett

2003

Educational and Psychological Measurement

View full text Add to dashboard Cite

This article presents the findings of a study of the psychological variables that discriminate between high and low omitters on a high-stakes achievement test using a short-response format. Data were obtained from a questionnaire administered to a random sample ( N = 1,908) of students prior to sitting the 1997 Queensland Core Skills (QCS) Test ( N = 29,273). Fourteen psychological variables were measured including test anxiety (four subscales), emotional stability, achievement motivation, self-esteem, academic self-concept, self-estimate of ability, locus of control (three subscales), and approaches to learning (two subscales). The results were analyzed using descriptive discriminant analysis and suggested that the psychological predictors of the propensity to omit short-response items include test-irrelevant thinking and academic self-concept, with sex of candidate being a mediating variable.

show abstract