Cross-sectional and longitudinal confirmatory factor models for the german test anxiety inventory: A construct validation

Keith, Nina; Hodapp, Volker; Schermelleh-Engel, Karin; Moosbrugger, Helfried

doi:10.1080/1061580031000095416

Cited by 62 publications

(83 citation statements)

References 22 publications

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“…It may be that lack of confidence is not a component of test anxiety itself, but rather very closely related to test anxiety, as suggested by a recent validation study of the TAI-G. When confirmatory factor analysis was performed with the four TAI-G subscales and academic self-efficacy, worry, emotionality, and interference were determined by a common second-order factor labeled "test anxiety," whereas lack of confidence and academic self-efficacy were determined by a common second-order factor labeled "self-esteem" (Keith et al, 2003). Even though the two second-order factors were highly correlated (-.82), worry, emotionality, and interference may be Dimensions of Test Anxiety and Coping 16 more closely related to test anxiety responses--and thus to coping with anxiety--than lack of confidence.…”

Section: Discussionmentioning

confidence: 99%

“…Taking the marker items from each factor produced a four-dimensional inventory of test anxiety, named the German Test Anxiety Inventory (TAI-G), with four subscales measuring (a) worry, (b) emotionality, (c) interference, and (d) lack of confidence. Subsequent studies, using confirmatory factor analysis and Rasch scaling, confirmed the dimensional structure of the TAI-G and demonstrated the Dimensions of Test Anxiety and Coping 5 unidimensionality, reliability, and validity of the individual subscales in both German and US American samples (Hodapp, 1991(Hodapp, , 1995Hodapp & Benson, 1997;Keith, Hodapp, Schermelleh-Engel, & Moosbrugger, 2003;Musch & Bröder, 1999). In addition to excellent psychometric properties, the TAI-G has the great advantage that--while retaining the critical distinction of worry and emotionality introduced by Liebert and Morris (1967)--it includes two further important components of test anxiety:…”

Section: Relations To Ways Of Coping With Pre-exam Anxiety and Uncertmentioning

confidence: 99%

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Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty

Stöber¹

2004

Anxiety, Stress & Coping

129

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Cumulative evidence has shown that four dimensions can be differentiated in the experience of test anxiety: worry, emotionality, interference, and lack of confidence. To investigate whether these dimensions show specific relationships with ways of coping, a study with 162 students (75 male, 87 female) examined how students cope with anxiety and uncertainty in the run-up to important exams. Coping strategies included taskorientation and preparation, seeking social support, and avoidance. Results showed that overall test anxiety was related to seeking social support. When dimensions of test anxiety were inspected individually while controlling for interdimensional overlap, however, results showed a specific pattern of relationships: (a) worry was related to task-orientation and preparation and inversely related to cognitive avoidance, (b) emotionality was related to task-orientation and preparation and seeking social support, and (c) interference was related to avoidance and inversely related to task-orientation and preparation, whereas (d) lack of confidence was related to avoidance only.Although some gender differences emerged, the findings indicate that the main components of test anxiety display different relationships with coping. Moreover, they confirm that it is important to differentiate between worry and interference because these dimensions, albeit closely related, may show opposite relationships with ways of coping.

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Section: Discussionmentioning

confidence: 99%

Section: Relations To Ways Of Coping With Pre-exam Anxiety and Uncertmentioning

confidence: 99%

Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty

Stöber¹

2004

Anxiety, Stress & Coping

129

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“…Confirmatory factor analysis (Hodapp & Benson, 1997) supported the Liebert and Morris (1967) dimensions of TA (i.e., Worry and Emotionality), as well as Sarason's (1984) Interference, and Carver and Scheier's (1984) Lack of Confidence among a sample of university students. The TAI-G is purported to have strong psychometric properties among college-aged students, as well as mixed samples consisting of college-aged and adolescent students, with each of the four factors (i.e., Worry, Emotionality, Interference, and Lack of Confidence) demonstrating reliability and validity among German and American populations (Hodapp, 1991(Hodapp, , 1995Hodapp & Benson, 1997;Keith et al, 2003;Musch & Broder, 1999;Stober, 2004). Studies analyzing criterion validity consistently report that the Worry factor bears the strongest negative relationship with testing performance compared to other factors (Deffenbacher, 1980;Morris & Liebert, 1969;Seipp, 1996;Zeidner, 1998).…”

Section: Methodsmentioning

confidence: 99%

Relationship between School Based Stress and Test Anxiety

Harpell¹,

Andrews²

2013

IJPS

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“…Evidences of criterion validity for the four factors regarding other variables like statistics anxiety (.58), trait anxiety (ranging from .31 to .36), emotional intelligence (ranging from -.24 to -.37), and achievement (ranging from -.22 to -.33) were also obtained. Adequate construct validity evidences were obtained by Keith et al (2003) using a cross-sectional and longitudinal confirmatory factor models approach.…”

Section: Methodsmentioning

confidence: 99%

Can Attitudes toward Statistics and Statistics Anxiety Explain Students’ Performance? // ¿Pueden las actitudes hacia la estadística y la ansiedad estadística explicar el rendimiento de los estudiantes?

et al. 2015

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The aim of this study was to investigate the relationships between math background, trait anxiety, test anxiety, statistics anxiety, attitudes toward statistics and statistics performance in a sample of 472 university students enrolled in statistics courses of Health Sciences majors. A Structural Equation Modeling (SEM) approach showed the attitudes as the stronger direct predictor of performance, and played a full mediating role on the relationship between statistics anxiety and performance. Contrary to hypothesized, the direct contribution of math background, trait anxiety, and test anxiety to performance was non-significant. A final model posited that performance was positively and directly affected by attitudes, and in turn attitudes were positively influenced by math background and negatively affected by anxiety. Math background also appeared as negative predictor of anxiety. Finally, test anxiety was a positively direct predictor of statistics anxiety.Keywords: Attitudes, anxiety, statistics performance, test anxiety, structural equation modeling. ResumenEl estudio investiga las relaciones entre bagaje matemático, ansiedad rasgo, ansiedad ante los exá-menes, ansiedad ante la estadística, actitudes hacia la estadística, y rendimiento, en una muestra de 472 estudiantes de asignaturas estadísticas de Ciencias de la Salud mediante modelos de ecuaciones estructurales. Las actitudes son el principal predictor del rendimiento y mediadoras entre ansiedad y rendimiento. Las relaciones entre bagaje matemático, ansiedad rasgo, y ansiedad ante los exámenes, sobre el rendimiento no fueron significativas, contra hipótesis. El modelo final postula que el rendimiento está afectado directa y positivamente por las actitudes, y éstas son influidas positivamente por el bagaje matemático, y negativamente por la ansiedad. El bagaje matemático es predictor negativo de la ansiedad y la ansiedad ante los exámenes es un predictor directo positivo de la ansiedad ante la estadística.Palabras clave: Actitudes, ansiedad, rendimiento en estadística, ansiedad ante los exámenes, modelos de ecuaciones estructurales.

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Cross-sectional and longitudinal confirmatory factor models for the german test anxiety inventory: A construct validation

Cited by 62 publications

References 22 publications

Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty

Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty

Relationship between School Based Stress and Test Anxiety

Can Attitudes toward Statistics and Statistics Anxiety Explain Students’ Performance? // ¿Pueden las actitudes hacia la estadística y la ansiedad estadística explicar el rendimiento de los estudiantes?

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