Measuring test anxiety in children: Scale development and internal construct validation

Introducing National Tests in Swedish Primary Education: Implications for Test Anxiety

“…However, this picture does not correspond with younger pupils" experiences of examinations (Zeidner, 2007). The Swedish children in this study reported lower levels of test anxiety compared to the American reference sample, both in age and in grade (Wren & Benson, 2004). There could be several explanations for this.…”

“…In Table 1 the CTAS scores obtained for our Swedish sample are compared to those of a reference sample described by Wren & Benson (2004). Note that pupils in the reference sample began school one year earlier than our sample, therefore sets from both grades 3 and 4 of the reference sample are included.…”

“…Wren and Benson (2004) consider test anxiety in children to be a situation-specific trait; in a similar vein, Zeidner (1991) investigated the effects of varying the time of administration of the Spielberger et al (1980) Test Anxiety Inventory (TAI), another selfreport inventory designed to measure test anxiety as a situation-specific personality trait. In light of these reports, temporal considerations were taken into account to improve the accuracy and validity of the assessments of individuals" test anxiety reactions.…”

“…The Children"s Test Anxiety Scale (CTAS; Wren & Benson, 2004) is a refined and modernised 30-item version of the most widely used measure of this construct, the 30-item Test Anxiety Scale for Children (TASC; Sarason, Davidson, Lighthall, Waite & Ruebush, 1969). The CTAS assesses an individual"s level of apprehension or anxiety about testing on a 1-4 Likert scale, asking for participants" responses regarding how much anxiety they experience during testing.…”

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

“…Although this theoretical framework still dominates modern opinions on anxiety (Han, 2009), contemporary research on TA embraces its complexity and attempts to address its multifaceted character. In children, a behavioural sub-categoryhas also been assigned (Wren & Benson, 2004). What is more, the concept of TA has generated different explanations in the literature due to the multimodal nature of its construct.…”