Development and Validation of the Self-Regulated Learning Test Anxiety Scale

Abstract

Four studies report the development and psychometric properties of the new Self-Regulated Learning Test Anxiety Scale (SRLTAS). The measure assesses aspects of test anxiety (TA) from a Self-Regulated Learning (SRL) perspective and provides evidence regarding areas of TA that may be targeted for subsequent learning strategy interventions. Study 1 provided descriptive information, explored the factor structure, and addressed variance in TA across test item formats and student characteristics. Study 2 examined the stability of the SRLTAS and explored initial relations between the SRLTAS and other known TA measures. Study 3 provided confirmatory validity evidence and tested the factor structure in a new sample. Study 4 provided extended validity evidence as SRLTAS scores were examined with other representative SRL scores.

Learning for a Summative Assessment: The Relationship between Students’ Academic Achievement and Self-Regulated Learning

“…However, we also saw students who struggled to deploy the right learning strategy, but compensated this deficiency by putting in more effort and, after an arduous study, also got a high grade. This learning behaviour can also contribute to test anxiety, which we know affects a large number of students (Sperling et al, 2017). However, in our small sample we did not find a negative impact on AA (Spielberger, Anton, & Bedell, 2015).…”

Sudden Shift to English Online Learning: Nursing Students’ Anxiety Levels

“…As Zeidner (2007) explained, test anxiety is a combination of phenomenological, physiological, and behavioral responses that may bring a negative influence or cause failure in exams or evaluative circumstances. Sperling (2017) further explicates that test anxiety consists of two main components: worry and emotionality. The worry denotes one's cognitive state that involves negative self-talk and thoughts on selfperformance, particularly those related to exams.…”