Measuring math anxiety in Italian college and high school students: Validity, reliability and gender invariance of the Abbreviated Math Anxiety Scale (AMAS)

Given that the ability to manage numbers is essential in a modern society, mathematics anxiety – which has been demonstrated to have unfortunate consequences in terms of mastery of math – has become a subject of increasing interest, and the need to accurately measure it has arisen. One of the widely employed scales to measure math anxiety is the Abbreviated Math Anxiety Scale (AMAS) (Hopko, Mahadevan, Bare & Hunt, 2003). The first aim of the present paper was to confirm the factor structure of the AMAS when administered to Italian high school and college students, and to test the invariance of the scale across educational levels. Additionally, we assessed the reliability and validity of the Italian version of the scale. Finally, we tested the invariance of the AMAS across genders. The overall findings provide evidence for the validity and reliability of the AMAS when administered to Italian students.

Composición factorial de la versión española de la Spence Children Anxiety Scale (SCAS).

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Development and validation of the Statistical Anxiety Scale. 'Desarrollo y validaci??n de la Escala de Ansiedad ante la Estad??stica'

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Psychometric properties of the Spence Children's Anxiety Scale with young adolescents

The psychometric properties of the Spence Children's Anxiety Scale (SCAS) were examined with 875 adolescents aged 13 and 14 years. This self-report measure was designed to evaluate symptoms relating to separation anxiety, social phobia, obsessive-compulsive disorder, panic-agoraphobia, generalized anxiety, and fears of physical injury. Results of confirmatory and exploratory factor analyses supported six factors consistent with the hypothesized subtypes of anxiety. There was support also for a model in which the first-order factors loaded significantly on a single second-order factor of anxiety in general. The internal consistency of the total score and sub-scales was high, and 12-week test-retest reliability was satisfactory. The SCAS correlated strongly with a frequently used child self-report measure of anxiety and significantly, albeit at a lower level, with a measure of depression. (C) 2002 Elsevier Inc. All rights reserved.

The Liebowitz Social Anxiety Scale for Children and Adolescents. 'La Escala de Ansiedad Social de Liebowitz para Ni??os y Adolescentes'

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Exploring the factorial structure of the Sport Anxiety Scale-2 : invariance across language, gender, age and type of sport

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Parent-child agreement using the Spence Children's Anxiety Scale and a thermometer in children with autism spectrum disorder

Children with Autism Spectrum Disorder (ASD) experience high anxiety which often prompts clinical referral and requires intervention. This study aimed to compare parent and child reports on the Spence Children's Anxiety Scale (SCAS) and a child-reported "worry thermometer" in 88 children aged 8-13 years, 44 with ASD and 44 age, gender, and perceptual IQ matched typically developing children. There were no gender differences in child report on the SCAS and worry thermometers. Results indicated generally good correlations between parent and child self-reported SCAS symptoms for typically developing children but poor agreement in parent-child ASD dyads. The worry thermometer child-report did not reflect child or parent reports on the SCAS. Findings suggest 8-13-year-old children with ASD may have difficulties accurately reporting their anxiety levels. The clinical implications were discussed.

Public Speaking Anxiety, Test Anxiety, and Academic Achievement in Undergraduate Students

Public speaking anxiety and test anxiety are both psychological difficulties which may adversely influence academic achievement in undergraduate students. Previous research has indicated that both public speaking anxiety and test anxiety are negatively correlated with academic performance, usually measured by grade point average. The purpose of this study was to assess the prevalence of public speaking anxiety, test anxiety, and their effects on academic achievement in a sample of undergraduate students, and to determine if certain groups of students are more likely to be affected than others. Although test anxiety and public speaking anxiety were both found to be negatively correlated with grade point average, these correlations were not statistically significant. Potential reasons for the lack of statistical congruence with previous studies, as well as implications for future research and treatment, are discussed.

AN EXAMINATION OF THE STARS-PAC ANXIETY INTERVENTION PROGRAM AND ITS EFFECTS ON DECREASING SOCIAL AND TEST ANXIETY

The current case study examined the effects of the STARS-PAC anxiety reduction program on the social and test anxiety levels of a middle school student. The literature supporting the effectiveness of cognitive behavioral therapy programs which incorporate methods such as those used in the STARS-PAC program were reviewed. The findings of this case study indicated decreased levels of overall anxiety during the intervention phase; however, the student’s test anxiety level displayed little improvement. Implications of the findings and for future research are discussed.

Self-control strength in the relation between trait test anxiety and state anxiety

The present research examined whether in a test situation, the relation between trait test anxiety and state anxiety depends on the momentary availability of self-control strength. Since self-control strength is crucial for emotion regulation, we assume that trait test anxiety is more closely related to state anxiety if self-control strength is depleted than if it is not depleted. We conducted an experiment with 119 undergraduates in which we measured trait test anxiety, manipulated availability of self-control strength, and assessed state anxiety after a test announcement. Consistent with the assumption, multiple regression analyses revealed that trait test anxiety and state anxiety were positively related if self-control strength was depleted, but were not related if self-control strength was intact.

Test anxiety, self-control, and knowledge retrieval in secondary school students

Es wurde kürzlich gezeigt, dass die Stärke des Zusammenhangs zwischen Angst und Leistung von der momentan vorhandenen Selbstkontrollkraft abhängt. Wir untersuchten an einer Stichprobe aus Wirtschaftsschülern (N = 136), ob dieser Befund auf den Abruf von Wissen generalisierbar ist. Die Leistungsängstlichkeit der Teilnehmenden wurde erfasst und deren Selbstkontrollkraft experimentell manipuliert, woraufhin sie einen standardisierten Wortschatztest bearbeiteten. Während das Wissen nicht von der Leistungsängstlichkeit oder der Selbstkontrollkraft abhing, sagte die Interaktion aus beiden Variablen das gezeigte Wissen vorher. Übereinstimmend mit früheren Studien fiel die Leistung von Schülern mit niedriger Selbstkontrollkraft umso geringer aus, je leistungsängstlicher sie waren. Bei Schülern mit hoher Selbstkontrollkraft hingen die Leistungsängstlichkeit und die Wortschatzleistung hingegen nicht zusammen. Wir interpretieren dieses Muster dergestalt, dass Leistungsängstlichkeit den Wissensabruf nur dann behindert, wenn Selbstkontrolle nicht zur Kompensierung angstbezogener Aufmerksamkeitsdefizite herangezogen werden kann. Die Befunde implizieren, dass gründliche Vorbereitung keine guten Testnoten garantiert.

The Relationship of Student Demographics to 10th Grade MCAS Test Anxiety

The intensification of consequential testing situations is associated with an increase in anxiety among American students (Casbarro, 2005). Test anxiety can have negative effects on student test performance (Everson, Millsap, & Rodriguez, 1991). If test anxiety has the potential to decrease students’ test scores, it becomes a factor that can threaten the validity of any inferences drawn between test scores and student progress (Cizek & Burg, 2006). There are several factors that relate closely to test anxiety (Cizek & Burg, 2006). Variables of key influence include gender, socioeconomic status, and teacher-manifested anxiety (Hembree, 1988). Another influence upon test anxiety is students’ participation in academic support programs to prepare them for exit examinations. The purpose of this study was to examine the relationship between 10th grade high school student gender, socioeconomic status, perceived teacher anxiety, and student preparedness with levels of the Massachusetts Comprehensive Assessment System (MCAS) test anxiety. It appears that few studies have examined levels of high school test anxiety in regards to this specific high-stakes MCAS exit exam required for high school graduation. A two-phase sequential mixed-methods research design was used to survey (N=156) 10th grade students represented by a sampling of (n=80) students with low socioeconomic status and (n=76) students with high socioeconomic status regarding their levels of test anxiety in relation to upcoming MCAS testing. A multiple regression analysis was used to measure the relationship between the predictor variables (gender, socioeconomic status, perceived teacher anxiety, and student preparedness) with the criterion variable of student test anxiety using the Test Anxiety Inventory (TAI). Personal interviews with (n=20) volunteer students provided rich explanations of students’ academic self-efficacy, their perceptions of their performance on the upcoming MCAS exam, and their use of strategies to reduce their levels of test anxiety. Personal interviews with (n=12) volunteer school administrators and teachers provided descriptions of their perceptions of how test anxiety affected their students’ performance. A major quantitative finding of this study was that the variables of student socioeconomic status and student ratings of teacher anxiety accounted for the variance in students’ levels of surveyed test anxiety (R2 = .06, p = .033, small to medium effect size). These results indicate that different student populations vary in their readiness skills to successfully participate in consequential testing situations. Consequently, high-test anxious students would require emotional preparation as well as academic preparation when confronting high-stakes testing. The results have the potential to re-shape the format of schools’ MCAS test preparation efforts.

Test Anxiety, Coping, Gender and Academic Performance in English Exams: A Study of Finnish Upper Secondary School Students

In this MA thesis, test anxiety related to English exams among Finnish upper secondary school students was studied. In addition, the ways students try to cope with test anxiety were investigated. The purpose of the study was to investigate gender differences in test anxiety, the effects of test anxiety on academic performance and relationships between test anxiety, academic performance and coping strategies. Test anxiety and coping strategies were analysed as scores of questionnaire responses. Coping strategies comprised of three categories – task-orientation and preparation, seeking social support and avoidance. Academic performance was analysed as teacher ratings of general performance in English exams. In total 67 subjects were studied. The subjects were Finnish general upper secondary school students. The data were collected by using online questionnaires. This data were mainly quantitative, but also qualitative elements were included. The quantitative data were analysed by using statistical methods. The results showed that females experienced statistically significantly more test anxiety than males. In addition, a statistically significant correlation was found between test anxiety levels and academic performance ratings of the subjects: the higher the test anxiety score, the lower the academic performance rating. A meaningful correlation was found between test anxiety and seeking social support as a coping strategy: a higher test anxiety score was related to using social support as a coping strategy. However, no relationships were found between academic performance and the three coping strategies when quantitative and qualitative data were analysed. Therefore, different coping strategies per se did not seem to be related to academic performance, but instead it was assumed that the effectiveness of coping strategies is dependent on individual differences. In order to obtain more generalisable results and to gain more understanding of test anxiety and coping with it, a larger number of subjects form different areas of Finland and of different ages could be examined in future studies. Moreover, cross-national and cross-cultural studies could provide valuable information. As a practical recommendation for educational purposes, the results of this study indicated that a more individualised approach is needed.

Children's Separation Anxiety Scale (CSAS): Psychometric Properties

This study describes the psychometric properties of the Children's Separation Anxiety Scale (CSAS), which assesses separation anxiety symptoms in childhood. Participants in Study 1 were 1,908 schoolchildren aged between 8 and 11. Exploratory factor analysis identified four factors: worry about separation, distress from separation, opposition to separation, and calm at separation, which explained 46.91% of the variance. In Study 2, 6,016 children aged 8–11 participated. The factor model in Study 1 was validated by confirmatory factor analysis. The internal consistency (α = 0.82) and temporal stability (r = 0.83) of the instrument were good. The convergent and discriminant validity were evaluated by means of correlations with other measures of separation anxiety, childhood anxiety, depression and anger. Sensitivity of the scale was 85% and its specificity, 95%. The results support the reliability and validity of the CSAS.