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Journal articles on the topic 'Test anxiety scale'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Beer, John. "Depression, General Anxiety, Test Anxiety, and Rigidity of Gifted Junior High and High School Children." Psychological Reports 69, no. 3_suppl (1991): 1128–30. http://dx.doi.org/10.2466/pr0.1991.69.3f.1128.

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27 gifted students in junior high and high school from north central Kansas school districts were administered the Children's Depression Inventory, the Beck Depression Scale, Test Anxiety Scale, General Anxiety Scale, and Breskin's Rigidity Scale. Sex, age, and grade were not considered, as the sample was small. The gifted students' mean scores for depression were below the cut-off score while their test anxiety, general anxiety, and rigidity scores were at moderate levels. Pearson correlations were significant for Beck Depression with the Children's Depression ( r = .82) and General Anxiety S

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2

Raju, P. Mohan, Misganaw Mesfin, and Esa Alia. "Test Anxiety Scale: Reliability among Ethiopian Students." Psychological Reports 107, no. 3 (2010): 939–48. http://dx.doi.org/10.2466/03.11.17.pr0.107.6.939-948.

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Sarason's Test Anxiety Scale, translated into an Ethiopian language, was administered to 391 students in Grade 8 and to 422 students in preparatory school (Grades 11 and 12). In the first sample, 32 items loaded above the 0.3 criterion of acceptable item-remainder correlations and Cronbach alpha of .84. In the second sample, Cronbach alpha was .84 for the 34 items, but only 19 items had acceptable item-remainder correlations. The internal consistency reliabilities were comparable with those reported in the literature. However, the results of confirmatory factor analyses with extraction of four

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3

Luis, Furlan. "CONSTRUCTION OF A BEHAVIORAL TEST ANXIETY SCALE (ECAE)." PSIENCIA Revista Latinoamericana de Ciencia Psicológica 5, no. 2 (2013): 81–89. http://dx.doi.org/10.5872/psiencia/5.2.24.

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4

Knoll, Ross W., David P. Valentiner, and Jacob B. Holzman. "Development and Initial Test of the Safety Behaviors in Test Anxiety Questionnaire: Superstitious Behavior, Reassurance Seeking, Test Anxiety, and Test Performance." Assessment 26, no. 2 (2016): 271–80. http://dx.doi.org/10.1177/1073191116686685.

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The purpose of the current studies is to identify safety behavior dimensions relevant to test anxiety, to develop a questionnaire to assess those dimensions, and to examine the validity of that questionnaire. Items were generated from interviews with college students ( N = 24). Another sample ( N = 301) completed an initial 33-item measure. Another sample ( N = 151) completed the final 19-item version the Safety Behaviors in Test Anxiety Questionnaire and provided access to their academic records. Interviews and expert evaluations were used to select items for the initial pool. An examination

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5

Dunn, John G. H., and Janice Causgrove Dunn. "Relationships Among the Sport Competition Anxiety Test, the Sport Anxiety Scale, and the Collegiate Hockey Worry Scale." Journal of Applied Sport Psychology 13, no. 4 (2001): 411–29. http://dx.doi.org/10.1080/104132001753226274.

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Battle, James. "Test-Retest Reliability of Battle's Anxiety Scale for Children." Psychological Reports 63, no. 1 (1988): 127–30. http://dx.doi.org/10.2466/pr0.1988.63.1.127.

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798 boys and girls in Grades 2 through 9 participated in an assessment of the test-retest reliability of Battle's Anxiety Scale for Children, Form Q. Pearsonian correlations at Times 1 and 2 (1 wk. later) for subjects in Grades 2 through 6 were .84, .85, and .83 for all children, boys and girls, respectively. Values for subjects in Grades 7 through 9 were .86, .82, and .90 for all children, boys and girls, respectively.

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7

De Medeiros, Emerson Diógenes, Paulo Gregório Nascimento Da Silva, Paloma Cavalcante Bezerra De Medeiros, et al. "Cognitive test anxiety scale: Propriedades psicométricas no contexto brasileiro." Salud & Sociedad 11 (December 1, 2020): e3923. http://dx.doi.org/10.22199/issn.0718-7475-2020-0004.

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Antecendentes: A ansiedade cognitiva refere-se a preocupações excessivas, antes, durante e depois das avaliações, interferindo no desempenho e ocasionando o fracasso acadêmico, além de estar associada positivamente o com neuroticismo e a depressão. Objetivou: Objetivou-se reunir evidências de qualidade psicométrica da Cognitive Test Anxiety Scale(CTAS) no Brasil. Método: Foram realizados dois estudos: No estudo 1 participaram 210 universitários da cidade de Parnaíba, Piauí, Brasil (Medade=21,7; DP=3,73), a maioria cursando Psicologia (60%) e mulheres (58,6%).Responderam a CTAS e questões demog

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Ludlow, Larry H., and Frank V. Guida. "The Test Anxiety Scale for Children as a Generalized Measure of Academic Anxiety." Educational and Psychological Measurement 51, no. 4 (1991): 1013–21. http://dx.doi.org/10.1177/001316449105100421.

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9

Alexitch, Louise R., Kirk R. Blankstein, and Gordon L. Flett. "The test-taking expectations scale: Psychometric properties and relations with test anxiety." Personality and Individual Differences 9, no. 6 (1988): 1001–7. http://dx.doi.org/10.1016/0191-8869(88)90134-1.

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10

Powers, Donald E. "Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Graduate Record Examinations (Gre©) General Test." Journal of Educational Computing Research 24, no. 3 (2001): 249–73. http://dx.doi.org/10.2190/680w-66cr-qrp7-cl1f.

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Despite some assumptions to the contrary, there is reason to believe that the introduction of computer-adaptive testing may actually help to alleviate test anxiety and diminish the relationship between test anxiety and test performance. This study provided a test of this hypothesis. Results are based on a sample of the Graduate Record Examinations (GRE©) General Test takers who took the computer-adaptive version of the test, and another sample of GRE examinees who took the paper-based version of the test. After taking the test, all examinees completed both a test anxiety inventory and an inven

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11

Silva, J., M. Cunha, A. Galhardo, M. Couto, and I. Massano-Cardoso. "Assessment of test anxiety in Portuguese adolescents: Psychometric properties of the Cognitive Test Anxiety Revised." European Psychiatry 41, S1 (2017): S434. http://dx.doi.org/10.1016/j.eurpsy.2017.01.424.

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IntroductionTest anxiety represents a considerable personal burden due to its interfering nature and is associated with a range of deleterious life trajectories, encompassing school difficulties and health consequences. Although test anxiety seems to be highly prevalent and the pathological symptoms are similar to those of other childhood anxiety disorders, there are specificities that deserve a more in-depth approach. Given that adolescents seem to experience test anxiety in several school grades there is a need for a valid and reliable scale to measure test anxiety in school age students.Obj

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Clark, J. W., P. A. Fox, and H. G. Schneider. "Feedback, Test Anxiety and Performance in a College Course." Psychological Reports 82, no. 1 (1998): 203–8. http://dx.doi.org/10.2466/pr0.1998.82.1.203.

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The effects of three forms of test feedback and text anxiety on test performance were examined within the context of a self-paced, criterion-based course in educational psychology. 73 undergraduate students completed seven units of work and were evaluated by computer-administered unit tests. Students were randomly assigned to one of three test feedback forms: (1) item-by-item knowledge of responses, (2) answer-until-correct, and (3) delayed feedback. Students received their assigned feedback during the first two units, after which they were allowed to choose. Test anxiety was measured prior to

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Kelly, Michelle Nadeau, and Donald P. Corriveau. "The Corriveau-Kelly Death Anxiety Scale." OMEGA - Journal of Death and Dying 31, no. 4 (1995): 311–15. http://dx.doi.org/10.2190/1e5c-ey9y-ueve-uhcy.

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The purpose of this study was to develop a more reliable and sensitive death anxiety scale. In the first study, Templer's Death Anxiety Scale and a newly-developed scale, the Corriveau-Kelly Death Anxiety Scale, were administered to 108 psychology students at the University of Massachusetts, Dartmouth. Test-retest reliability coefficients for Templer's scale and the new instrument were .85 and .95 respectively while internal consistency coefficients for Templer's scale and the new scale were .73 and .95 respectively. In the second study, both death anxiety scales were administered to twenty-si

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Čeko, Jelena, and Ina Reić Ercegovac. "Explaining students' test anxiety and depression." St open 1 (2020): 1–16. http://dx.doi.org/10.48188/so.1.6.

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Aim: To examine the relationship between the quality of family interactions and test anxiety and depression in a sample of 4th and 7th grade primary school pupils. Methods: The Scale of Depression for Children and Adolescents (SDCA, Vulić Prtorić, 2003a), The Subscale for Test Anxiety (STA, Vulić Prtorić, 2004a), and Scale of Interaction Quality within the Family (SIQF, Vulić Prtorić, 2004b) were used. Results: Older pupils were generally more depressed and anxious compared to the younger ones. However, the increase in depression was observed only in female pupils, whereas in male pupils, the

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Yassin, Amr Abdullatif, and Norizan Abdul Razak. "Investigating Foreign Language Learning Anxiety Among Yemeni University EFL Learners: A Theoretical Framework Development." English Language Teaching 11, no. 10 (2018): 38. http://dx.doi.org/10.5539/elt.v11n10p38.

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This study aimed at investigating the level of foreign language anxiety experienced by Yemeni University EFL students. Although many scales have been developed to measure the level of anxiety, each scale investigates anxiety in one skill except Foreign Language Classroom Anxiety Scale (FLCAS) which investigates anxiety mainly in speaking and listening. The current study developed a new scale called Foreign Language Anxiety Scale (FLAS) which fused the three scales with modifications in order to investigate the level of anxiety in the four skills. This scale scored .807 in Cronbach&rsquo;s

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Dubi, Kathrin, Kristen L. Lavallee, and Silvia Schneider. "The Picture Anxiety Test (PAT)." Swiss Journal of Psychology 71, no. 2 (2012): 73–81. http://dx.doi.org/10.1024/1421-0185/a000073.

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This study extends prior research on the Picture Anxiety Test (PAT; Dubi & Schneider, 2009 ) in clinical samples, by examining psychometric properties and acceptance in a community sample of 153 4–8-year-old children. Children completed the PAT and the RCMAS, a well-established questionnaire measuring anxiety. Parents and teachers completed questionnaires on anxiety and externalizing behavior. In addition, a panel of psychologists and psychiatrists evaluated the PAT for quality and utility. Results indicated high internal consistencies for the subscales and composite scale, very high inter

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Boyacioglu, Nur, and Leyla Kucuk. "Irrational Beliefs and Test Anxiety in Turkish School Adolescents." Journal of School Nursing 27, no. 6 (2011): 447–54. http://dx.doi.org/10.1177/1059840511417631.

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The purpose of this descriptive and correlational study was to determine the extent to which irrational beliefs of students in early adolescents predict test anxiety. The study sample consisted of 557 students recruited from primary schools in Turkey. The Irrational Beliefs Scale for Adolescents (IBS-A) and the Test Anxiety scale were used as data-collection instruments. As a result of this study, there was a positive, significant correlation between mean scores on the Text Anxiety scale and total score, and the three subscale (demand for success, demand for comfort, and demand for respect) sc

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Akca, Figen. "The relationship between test anxiety and learned helplessness." Social Behavior and Personality: an international journal 39, no. 1 (2011): 101–11. http://dx.doi.org/10.2224/sbp.2011.39.1.101.

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The purpose in this study was to investigate the relationship between the test anxiety and learned helplessness levels of students preparing for the Turkish High Schools Placement Test (HSPT) and University Entrance Examination (UEE). The study was conducted with the participation of 708 students from Aksaray Province in Turkey, of whom 319 were preparing for HSPT and 389 were preparing for UEE. The Learned Helplessness Scale (Aydın, 1985; Seligman et al., 1984) and the Test Anxiety Scale (Baltaş, 1993) were used to collect data. Although HSPT students scored higher than UEE students for level

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19

Blankstein, Kirk R., and Brenda B. Toner. "Influence of Social-Desirability Responding on the Sarason Test Anxiety Scale: Implications for Selection of Subjects." Psychological Reports 61, no. 1 (1987): 63–69. http://dx.doi.org/10.2466/pr0.1987.61.1.63.

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The relationship between the concepts of social desirability and test anxiety as assessed by Sarason's Test Anxiety Scale was examined. Sarason's scale and the Marlowe-Crowne Social Desirability Scale were administered to 137 women and 62 men under nonanonymous evaluative conditions. Although high social-desirability respondents reported lower levels of test anxiety, the correlation was significant for women only. It was concluded that the Test Anxiety Scale is not seriously compromised by social desirability bias. However, the meanings and implications of the significant relation were further

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Danthony, Sarah, Nicolas Mascret, and François Cury. "Development and Validation of a Scale Assessing Test Anxiety in Physical Education." Journal of Teaching in Physical Education 38, no. 4 (2019): 357–66. http://dx.doi.org/10.1123/jtpe.2018-0282.

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Purpose: There is currently no scale assessing test anxiety in physical education (PE), despite the specificities of this class (e.g., body image, failure in front of peers). Accordingly, the aim of the present study was to develop a specific scale named the “Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education” (RTAR-PE). Method: Self-report data were collected from 281 (Study 1) and 390 (Study 2) students in French schools (age range: 13–18 years). Results: Study 1 showed that the RTAR-PE scale has acceptable psychometric properties. Study 2 confirmed the results of

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MOTODA, SHIZUKA. "The Japanese Language Anxiety Scale-Test Construction, Reliability, and Validity." Japanese Journal of Educational Psychology 48, no. 4 (2000): 422–32. http://dx.doi.org/10.5926/jjep1953.48.4_422.

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Wisniewski, Jack J., Judy L. Genshaft, James A. Mulick, and Daniel L. Coury. "Test-Retest Reliability of the Revised Children's Manifest Anxiety Scale." Perceptual and Motor Skills 65, no. 1 (1987): 67–70. http://dx.doi.org/10.2466/pms.1987.65.1.67.

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Test-retest reliabilities of the Revised Children's Manifest Anxiety Scale over 1- and 5-wk. intervals were examined for two samples of students, 73 boys and 88 girls in regular sixth, seventh and eighth grade classrooms (11 yr. to 14 yr). For raw scores the test-retest Pearson r was .88 (1-wk.) and .77 (5-wk.), indicating good reliability. For both samples there was a small difference between test (12.2 for 1-wk. sample; 11.4 for 5-wk. sample) and retest (11.2 for 1-wk. sample; 9.8 for 5-wk. sample) mean raw scores. Implications for test use are discussed.

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March, John S., Kevin Sullivan, and James Parker. "Test-Retest Reliability of the Multidimensional Anxiety Scale for Children." Journal of Anxiety Disorders 13, no. 4 (1999): 349–58. http://dx.doi.org/10.1016/s0887-6185(99)00009-2.

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Friedman, Isaac A., and Orit Bendas-Jacob. "Measuring Perceived Test Anxiety in Adolescents: A Self-Report Scale." Educational and Psychological Measurement 57, no. 6 (1997): 1035–46. http://dx.doi.org/10.1177/0013164497057006012.

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Benson, Jeri, and Nabil El‐Zahhar. "Further refinement and validation of the revised test anxiety scale." Structural Equation Modeling: A Multidisciplinary Journal 1, no. 3 (1994): 203–21. http://dx.doi.org/10.1080/10705519409539975.

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von der Embse, Nathaniel P., David W. Putwain, and Gabrielle Francis. "Interpretation and use of the Multidimensional Test Anxiety Scale (MTAS)." School Psychology 36, no. 2 (2021): 86–96. http://dx.doi.org/10.1037/spq0000427.

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Thomas, Christopher L., Jerrell C. Cassady, and W. Holmes Finch. "Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis." Journal of Psychoeducational Assessment 36, no. 5 (2017): 492–508. http://dx.doi.org/10.1177/0734282916686004.

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The purpose of the current examination was to preliminarily suggest severity standards for the recently revised Cognitive Test Anxiety Scale–Second Edition (CTAS-2). Participants responded to the CTAS-2, Motivated Strategies for Learning Questionnaire (MSLQ), and FRIEDBEN Test Anxiety Scale. Using both latent class and cluster analyses, we were able to classify participants as belonging to one of the three distinct cognitive test anxiety profiles—low, moderate, and high. Comparison of the identified test anxiety profiles allowed us to generate a set of severity standards for the CTAS-2 that ca

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Baloğlu, Mustafa. "Psychometric Properties of the Statistics Anxiety Rating Scale." Psychological Reports 90, no. 1 (2002): 315–25. http://dx.doi.org/10.2466/pr0.2002.90.1.315.

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The Statistics Anxiety Rating Scale has 51 items, each scored on a 5-point rating scale to measure statistics anxiety with six subscales, Worth of Statistics, Interpretation Anxiety, Test and Class Anxiety, Computational Self-concept, Fear of Asking for Help, and Fear of Statistics Teachers. Psychometric properties included analyses of construct and concurrent validities an internal consistency and test-retest reliability. 221 college students (74% women; M age = 28 yr.) in elementary statistics courses at several southwestern state universities participated. The findings are consistent with p

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Ward, Kathleen R., and Tanya Smith. "Reducing Test Anxiety Through Mind Relaxation in Undergraduate Nursing Students." International Journal for Innovation Education and Research 7, no. 1 (2019): 64–73. http://dx.doi.org/10.31686/ijier.vol7.iss1.1283.

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BACKGROUND: Anxiety and stress are feelings often experienced during nursing course exams. According to the Yerkes-Dodson Law, enhanced performance occurs at mid-levels of anxiety while low and high levels hinder optimum performance.  PURPOSE: The purpose of this study was to identify the effect of a Tai Chi (mind relaxation) intervention on test anxiety.  Approach: Test Anxiety was measured utilizing the Westside Test Anxiety Scale, Zero-to-Ten Self-Anxiety Scale, and pulse rates. Outcomes: Thirty-eight undergraduate nursing students enrolled in Healt

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Shorkey, Clayton T., and Victor L. Whiteman. "Development of the Ego and Discomfort Anxiety Inventory: Initial Validity and Reliability." Psychological Reports 73, no. 1 (1993): 83–95. http://dx.doi.org/10.2466/pr0.1993.73.1.83.

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This article reports on four studies regarding the development, reliability, and validity of scales to measure two forms of anxiety, ego anxiety and discomfort anxiety. In the first study 140 undergraduates completed fourteen items related to ego anxiety and discomfort anxiety, as well as the Self-esteem Scale, the IPAT Anxiety Scale, and the Hopelessness Scale. Principal component analyses produced two factors, each with five items that showed differentiation between ego anxiety and discomfort anxiety. Guttman scales were developed from the items in the two factors. The resulting Ego Anxiety

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Gendron, Tracey, Jennifer K. Inker, Rachel Andricosky, and Faika Zanjani. "Development of the Relational Ageism Scale: Confirmatory Test on Survey Data." International Journal of Aging and Human Development 90, no. 3 (2019): 281–96. http://dx.doi.org/10.1177/0091415019836956.

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The objective of the study is to test a refined measure of attitudes about aging as a multidimensional construct reflective of a relational process that includes personal identity (i.e., beliefs about oneself), social identity (i.e., self-conception based on group membership), and collective identity (i.e., self-conception based on comparison of groups) as well as capturing awareness of ageism and its impact. Researchers refined the Aging Anxiety Scale and recruited a convenience sample of 329 participants via a social media platform. A principal component factor analysis revealed the specific

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Bozkurt, Sati, Gizem B. Ekitli, Christopher L. Thomas, and Jerrell C. Cassady. "Validation of the Turkish Version of the Cognitive Test Anxiety Scale–Revised." SAGE Open 7, no. 1 (2017): 215824401666954. http://dx.doi.org/10.1177/2158244016669549.

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The current study explored the psychometric properties of the newly designed Turkish version of the Cognitive Test Anxiety Scale–Revised (CTAR). Results of an exploratory factor analysis revealed an unidimensional structure consistent with the conceptualized nature of cognitive test anxiety and previous examinations of the English version of the CTAR. Examination of the factor loadings revealed two items that were weakly related to the test anxiety construct and as such were prime candidates for removal. Confirmatory factor analyses were conducted to compare model fit for the 25- and 23-item v

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Tang, Jian, and Qingmin Sun. "Research on General Self-Efficacy and Test Anxiety of Normal University Students." World Journal of Educational Research 5, no. 2 (2018): 191. http://dx.doi.org/10.22158/wjer.v5n2p191.

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<p><em>The general self-efficacy scale and test anxiety scale are utilized for the questionnaire survey among 188 normal university students. The relationship between their general self-efficacy and test anxiety, the difference of general self-efficacy in gender and major, and difference of test anxiety in gender and major are discussed. The results indicate that there is a significant negative correlation between general self-efficacy and test anxiety of normal college students; there is a significant difference in gender and major for general self-efficacy; there is no significan

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Ashraf, Hamid, and Mahmood Khosravani. "On the Effect of Perceived Test Impact on Test Anxiety and Attainment of PhD Candidates: Studying English Proficiency Test in Islamic Azad University." International Journal of Linguistics, Literature and Translation 4, no. 1 (2021): 10–16. http://dx.doi.org/10.32996/ijllt.2021.4.1.2.

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Research findings has shown that high stakes test bring about unfortunate consequences inside and beyond educational context which are known as washback and impact respectively. English proficiency test (EPT) of Islamic Azad University (IAU) in Iran, as an obligatory part of the PhD graduation program, is not an exception. Thus, considering possible adverse consequences of the test, the current research was an attempt to investigate the effect of perceived test impacts on test anxiety and attainment of the examinees. To this aim, a mixed method design was employed in which quantitative and qua

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Knappe, Susanne, Jens Klotsche, Franziska Heyde, et al. "Test–retest reliability and sensitivity to change of the dimensional anxiety scales for DSM-5." CNS Spectrums 19, no. 3 (2013): 256–67. http://dx.doi.org/10.1017/s1092852913000710.

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ObjectiveThis article reports on the test–retest reliability and sensitivity to change of a set of brief dimensional self-rating questionnaires for social anxiety disorder (SAD-D), specific phobia (SP-D), agoraphobia (AG-D), panic disorder (PD-D), and generalized anxiety disorder (GAD-D), as well as a general cross-cutting anxiety scale (Cross-D), which were developed to supplement categorical diagnoses in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5).MethodsThe German versions of the dimensional anxiety scales were administered to 218 students followed up appr

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Grammatica, Gail. "Guided Imagery as a Resource to Decrease Test Anxiety." Creative Nursing 24, no. 4 (2018): 211–14. http://dx.doi.org/10.1891/1078-4535.24.4.211.

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A pre-exam guided imagery intervention was implemented with 49 senior baccalaureate nursing students to address test anxiety. The intervention consisted of listening to a 10-minute recorded audio guided imagery exercise. Self-reported anxiety levels were measured using a Likert scale pre- and post-guided imagery. Most students demonstrated a reduction in test anxiety postintervention.

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Megreya, Ahmed M., Denes Szűcs, and Ahmed A. Moustafa. "The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement." PLOS ONE 16, no. 2 (2021): e0245200. http://dx.doi.org/10.1371/journal.pone.0245200.

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Science anxiety refers to students’ negative emotions about learning science. Across two studies, we investigated the psychometric properties of the newly developed Abbreviated Science Anxiety Scale (ASAS), which was adapted from the modified Abbreviated Math Anxiety Scale (m-AMAS) (Carey E., 2017). Using a sample of students in grades 7 to 10 (N = 710), Study 1 reported a two-factor structure of the ASAS (learning science anxiety and science evaluation anxiety) and negative associations between the ASAS factors and science achievement. Study 2 replicated this two-factor model in students in g

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Qin, Qi, Hui Liu, Yulu Yang, et al. "Probiotic Supplement Preparation Relieves Test Anxiety by Regulating Intestinal Microbiota in College Students." Disease Markers 2021 (April 20, 2021): 1–8. http://dx.doi.org/10.1155/2021/5597401.

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Test anxiety creates barriers to learning and performance, which further affects students' social, behavioural, and emotional development. Currently, the medication to treat test anxiety has not been reported yet. Here, we enrolled 120 students to evaluate the effect of probiotic supplement preparation (PSP) on test anxiety from the aspect of the intestinal microbiota. We found that the intake of PSP alleviated the symptoms of depression and anxiety in students with test anxiety by evaluating their mental state using the Hamilton Depression Rating Scale and Hamilton Anxiety Scale. High-through

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Sperling, Rayne A., Philip M. Reeves, Amanda L. Gervais, and James O. Sloan. "Development and Validation of the Self-Regulated Learning Test Anxiety Scale." Psychology 08, no. 14 (2017): 2295–320. http://dx.doi.org/10.4236/psych.2017.814145.

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Layton, Clive. "Test-Retest Characteristics of State-Trait Anxiety Inventory, A-State Scale." Perceptual and Motor Skills 62, no. 2 (1986): 586. http://dx.doi.org/10.2466/pms.1986.62.2.586.

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Fraccaro, Rebecca L., Andrea M. Stelnicki, and David W. Nordstokke. "Test Review: Multidimensional Anxiety Scale for Children by J. S. March." Canadian Journal of School Psychology 30, no. 1 (2015): 70–77. http://dx.doi.org/10.1177/0829573514542924.

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최윤선. "A Test of Social Desirability Response for Social Physique Anxiety Scale." Korean Journal of Measurement and Evaluation in Physical Education and Sports Science 10, no. 3 (2008): 91–105. http://dx.doi.org/10.21797/ksme.2008.10.3.006.

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Wren, Douglas G., and Jeri Benson. "Measuring test anxiety in children: Scale development and internal construct validation." Anxiety, Stress & Coping 17, no. 3 (2004): 227–40. http://dx.doi.org/10.1080/10615800412331292606.

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Baghaei, Purya, and Jerrell Cassady. "Validation of the Persian Translation of the Cognitive Test Anxiety Scale." SAGE Open 4, no. 4 (2014): 215824401455511. http://dx.doi.org/10.1177/2158244014555113.

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Lowe, Patricia A. "Expression and Level of Test Anxiety in a Sample of Elementary Students." International Education Studies 12, no. 3 (2019): 1. http://dx.doi.org/10.5539/ies.v12n3p1.

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This study examined the expression and level of test anxiety in a sample of 1221 elementary school students. The Test Anxiety Scale for Elementary Students (TAS-E), a new multidimensional measure developed based on recent conceptualizations of the test anxiety construct, was administered to elementary school-age students. The TAS-E consists of four test anxiety (Physiological Hyperarousal, Social Concerns, Task Irrelevant Behaviors, and Worry) subscales and a Total Test Anxiety scale. The results of four multi-group confirmatory factor analyses and latent mean analyses supported invariance bet

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Ganaprakasam, Charles, and Tinagaran Selvaraja. "Cognitive Behavioural Group Therapy on Test Anxiety Among Primary School Students." Malaysian Journal of Social Sciences and Humanities (MJSSH) 5, no. 6 (2020): 61–67. http://dx.doi.org/10.47405/mjssh.v5i6.427.

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In an examination-oriented culture, test anxiety becomes a vital hindrance among students, leading to them developing a false belief concerning their innate capabilities. By implementing cognitive behavioral group therapy, students will develop a positive outlook and reduce test anxiety. The present study was aimed at examining the effectiveness of cognitive behavioral group therapy in alleviating test anxiety among primary school students. The study employed one-group pretest-posttest design. The sample of this study consists of forty (n=40) primary school students. Before cognitive behaviora

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Altunkaya, Hatice. "Speech anxiety in guidance and psychological counselling department students." Cypriot Journal of Educational Sciences 13, no. 3 (2018): 328–39. http://dx.doi.org/10.18844/cjes.v13i3.3764.

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The objective of the present study is to reveal the effect of the activity-based oral presentation course on the speech anxiety of Guidance and Psychological Counselling Department students. In the quantitative study conducted with a single group pre-test–post-test model, the data were collected with ‘Speech Anxiety Scale for Pre-Service Teachers.’ Based on the analysis conducted on the sub-dimensions of the above-mentioned scale, it was determined that students’ post-test psychological state scores () were higher than pre-test psychological state scores (), post-test physiological symptoms sc

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Aalayi, Z., and T. Ahmadi Gatab. "FC25-06 - The impact of training cognitive-behavioral strategies on reduction of test anxiety in male high school students." European Psychiatry 26, S2 (2011): 1958. http://dx.doi.org/10.1016/s0924-9338(11)73661-6.

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IntroductionThe present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among second-grade high school male math students.ObjectivesThis study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students.MethodsThe subjects were 72 second-grade high school students who had obtained high scores on the test anxiety scale(sarason,1978) participants were selected by a multi-stage cluster sampling method from three high schools at Tehran after administering the self

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Alici, Cennet Busra. "Death anxiety in old individuals and factors affecting depression level related with death." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (2017): 284–91. http://dx.doi.org/10.18844/prosoc.v4i2.2759.

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This descriptive, cross-sectional study was designed with the objective to determine the factors affecting the death anxiety and deathrelated depression in elderly people. This study was carried out with the participation of 185 elderly persons, who applied to a family health center between 5th October and 22nd December 2016, were able to communicate with us and volunteered for the participation. The data for the study was obtained with a questionnaire, which constituted of 21 questions, and with the Death Anxiety and Death-related Depression Scales. Death Anxiety Scale was developed by Temple

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VIANA FILHO, José Maria Chagas, Marayza Alves CLEMENTINO, Larissa Chaves Morais de LIMA, Ana Flávia Granville GARCIA, Margarida Maria Pontes de CARVALHO, and Jainara Maria Soares FERREIRA. "Anxiety of parents and children in dental care." RGO - Revista Gaúcha de Odontologia 66, no. 4 (2018): 321–29. http://dx.doi.org/10.1590/1981-863720180004000053483.

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ABSTRACT Objective: To verify the prevalence and association of parents’ and children’s anxiety concerning socioeconomic variables and child’s behavior during dental care. Methods: This was a quantitative, observational, transversal and descriptive study. Data collection was performed through a questionnaire aiming at sociodemographic data and dental experience as well as Venham Picture Test, Corah Dental Anxiety Scales and Frankl Anxiety Scale. Data were analyzed using descriptive and inferential statistics (Chi-square and Fisher’s exact test), α = 0.05. Results: The sample consisted of 7 to

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