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Psychometrische Eigenschaften und Validität des multidimensionalen Prüfungsängstlichkeitsinventars TAI-G: The Psychometric Properties and Validity of the Multidimensional Test Anxiety Inventory TAI-G
Abstract
The psychometric properties and the factor structure of an extended and modified version of the German Test Anxiety Inventory TAI-G (Hodapp, 1991) were investigated in a sample of N = 91 university students attending pedagogical courses of studies. The four subscales "emotionality", "worry", "lack of confidence" and "interference" showed high internal consistencies and satisfied the criterion of Rasch scalability. The factor structure of the questionnaire could be replicated. A number of significant relationships of the four scales to important test anxiety variables could be established in the theoretically expected direction, substantiating the validity of the scales. The use of the TAI-G for a differentiated diagnosis of four subcomponents of test anxiety can be recommended on the basis of the results of the present investigation.
... A consistent fi nding is that females typically report higher test anxiety than males (e.g. Helmke, 1983;Hodapp, 1991;Musch & Bröder, 1999;Wacker, Jaunzeme, & Jaksztat, 2008). The variance in occurrence of test anxiety can also be explained by the infl uence of several other predictors despite gender, such as ethnic and socio-economic background (Putwain, 2007). ...
... The result of a greater test anxiety in females than in males is consistent with the literature (e.g. Helmke, 1983;Hodapp, 1991;Musch & Bröder, 1999;Wacker, Jaunzeme, & Jaksztat, 2008). ...
The present study investigated the construct validity of the Test Anxiety Questionnaire (Prüfungsangstfragebogen PAF; Hodapp, Rohrmann, &Ringeisen, 2011), a revised and shortened version of the German Test Anxiety Inventory (TAI-G), by comparing it with math anxiety. A sample of German fi fth- and sixth-grade students (N = 79; 61 % male) was analyzed. Math anxiety was measured by a German adaptation of the Math Anxiety Questionnaire (Fragebogen für Rechenangst FRA; Krinzinger et al., 2007). A signifi cant but moderate correlation between test anxiety and math anxiety was found. In regression analyses, math anxiety predicted math performance whereas test anxiety explained additionalvariance for both math and overall performance. It can be concluded that math and test anxiety have overlaps, but do not constitute the same construct. Thus, the results support the construct validity of the PAF indicating its usefulness in practical application.
... Rendering support for its construct validity, the multidimensional structure of the TAI-G with four primary and one secondary factor could consistently be replicated with German samples (e.g., Keith, Hodapp, Schermelleh-Engel, & Moosbrugger, 2003;Musch & Bröder, 1999). Accounting for the problem of highly overlapping subscales as in the TAI, the cited studies revealed moderate subscale intercorrelations ranging around the 0.5 level. ...
... Results of descriptive item analyses for the four TAI-G subscales and the total scale scores are depicted in Table 1, by gender and for the total group. Overall, statistics for either national sample were similar to those reported in previous studies (e.g., Hodapp, 1996;Musch & Bröder, 1999). Female students in both national samples reported higher levels of Emotionality, F(2,283) = 4.09, p < 0.05, and Lack of confidence, F(2,283) = 5.11, p < 0.01. ...
Culturally comparative studies about test anxiety often use adaptations of the two-dimensional Test Anxiety Inventory (TAI; Spielberger, 1980). To capture multiple facets of test anxiety, however, no multidimensional instrument with transcultural validity exits. In response, the current study reports on the cross-validation of an English version of the four-dimensional TAI-G, which had been introduced as an extended German adaptation of the TAI (Hodapp, 1991, 1996). First year university students of a multi-ethnic South African (N=102) and German sample (N=183) were given parallel versions of the TAI-G in English and German. Multigroup confirmatory factor models were conducted to examine structural and parametric invariance. Indicating high construct validity, a second-order model of test anxiety fits the data well for both samples. Associations with test anxiety correlates suggested high criterion validity. Scale structure and psychometric properties of the English TAI-G replicated findings of German samples suggesting transcultural applicability of the measure.
... Eventually, these contributions led to the development of a commonly utilized and accepted measure of TA in recent research: the German Test Anxiety Index (TAI-G; Hodapp, 1991Hodapp, , 1995. Ensuing research seeking to validate the psychometric properties of the TAI-G in German and American populations demonstrated high reliability and validity across the various sub-domains (Hodapp, 1991(Hodapp, , 1995Hodapp & Benson, 1997;Keith, Hodapp, Schermeller-Engel, & Moosbrugger, 2003;Musch & Broder, 1999). Overall, the research supported that the components of TA include Worry, Emotionality, Interference, and Lack of Confidence (Hodapp, 1991(Hodapp, , 1995, with Worry consistently demonstrating a greater negative impact on test performance compared to the other factors (Deffenbacher, 1980;Hembree, 1988;Liebert & Morris, 1967). ...
... 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). ...
A total of 267 junior and senior high school students (grades 7,8,9,10,11,12; ages 12-19) with relatively more informants identifying as females (57.4%) compared to males (42.6%) and more junior high school students (68.3%) than high school students (31.7%), responded to the German Test Anxiety Inventory (TAI-G) (Hoddapp
& Benson, 1997) and the School Situation Survey (SSS) (Holmes & Gable,1989). Pearson product moment analyses yielded significant relationships between most of the TAI-G scales and SSS scales as well as between the scales and sex, age, and grade level. Multiple linear regression analyses significantly identified Academic Stress (p< .001) and Age (p< .05) as predicting Worry; Academic Stress (p< .001), Emotional Stress (p< .001), and Physiological Stress (p< .001) predicting Emotionality; Peer Interaction (p< .01) and Academic Self-Concept (p< .001) predicting Confidence; Academic Self-Concept (p<.001) and Behavioral Stress (p< .05) predicting Interference; and Academic Stress (p< .001), Academic Self Concept (p< .001), Emotional Stress (p< .01), Physiological Stress (p< .01), and Age (p< .01) predicting TA total score; thus supporting the use of the Transactional Model of Stress and Coping as a general framework for understanding TA.
... 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 unidimensionality, reliability, and validity of the individual subscales in both German and US American samples (Hodapp, 1991(Hodapp, , 1995Hodapp and Benson, 1997;Keith et al ., 2003;Musch and Bro¨der, 1999). In addition to excellent psychometric properties, the TAI-G has the great advantage that Á/ while retaining the critical distinction of worry and emotionality introduced by Liebert and Morris (1967) Á/ it includes two further important components of test anxiety: cognitive interference and lack of confidence. ...
... This may, however, be due to the high overlap between the dimensions of test anxiety. (Worry and emotionality, for example, may show correlations of up to 0.70; Musch and Bro¨der, 1999.) Consequently, when only zero-order correlations are reported, this overlap may obscure differences between the dimensions of test anxiety and coping strategies that would otherwise be more apparent, as was demonstrated by Buchwald's (2002) findings, for example. ...
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 task-orientation 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.
... Exemplary item: "I can find a solution for nearly every problem. " Furthermore, two facets of test-anxiety have been assessed by an adaption of the German Test-anxiety Inventory (TAI-G; Hodapp, 1991) by Schwarzer and Jerusalem (1999; see also Musch and Bröder, 1999). Both components of test-anxiety are measured by 5 items each like "I am excited. ...
Although e-learning has become an important feature to promote learning experience, still little is known about the readiness of adult learners for e-learning in continuing vocational education. By exploring perceived challenges and benefits, it was our aim to identify dimensions that define e-learning readiness. Therefore, we conducted a study design with qualitative and quantitative components. It consisted of both, semi-structured interviews, as well as an online survey regarding biography, personality, learning behavior, and general attitudes toward e-learning. The continuing vocational education course that we were investigating comes from the field of project management. The learner group was heterogeneous regarding their biographical and occupational background. Our results suggest several dimensions of e-learning readiness which are namely: motivation, learning strategies/regulation, attitudes toward learning, and personality-associated aspects as well as digital literacy. These findings are in line with previous research to only some extent, but reveal the necessity to redefine single dimensions of e-learning readiness to develop an inventory that is generalizable for different adult learner groups. Based on these assumptions a new measure for e-learning readiness needs to be proposed in future research as a next step.
... Siguiendo esta línea, el Inventario Alemán de Ansiedad ante Exámenes (German Test Anxiety Inventory [TAI-G], Hodapp, 1991) está conformado por las subescalas: Emocionalidad (referida a las percepciones de la activación fisiológica), Preocupación (referida a pensamientos sobre las consecuencias negativas de fracasar), Falta de Confianza (creencias negativas de la propia capacidad de rendir adecuadamente el examen) e Interferencia (pensamientos que producen distracción y bloqueo cognitivo), las cuales conforman un modelo de cuatro dimensiones que se agrupan en un factor de primer orden de AE. Tanto la escala total como las subescalas demostraron consistencia interna satisfactoria y diferentes estudios sobre la validez factorial, las relaciones de las cuatro subescalas con el rendimiento y otras variables han apoyado la conceptualización multidimensional de la AE evaluada mediante el TAI-G (Keith, Hodapp, Schermelleh-Engel & Moosbrugger;Musch & Broder, 1999). El GTAI-A, adaptación al español del TAI-G en estudiantes universitarios argentinos (Heredia et al., 2008), ha demostrado aceptable confiabilidad con coeficientes alfa de Cronbach entre 0.74 y 0.90 para cada una de las subescalas y la escala total, adecuada validez conservando la estructura factorial del instrumento original, correlaciones test-criterio con el rendimiento académico de -0.34 con Interferencia y -0.29 con Falta de Confianza, y diferencias de grupos contrastados con mayores puntajes en mujeres para Preocupación, Emocionalidad y Falta de Confianza. ...
El presente estudio analizó las propiedades psicométricas de la versión en español del Inventario Alemán de Ansiedad ante Exámenes (GTAI-AR) en universitarios argentinos. Se realizó un análisis factorial exploratorio y confirmatorio mediante parcelación de ítems. Se evaluó el ajuste de tres modelos de acuerdo a los antecedentes teóricos, uno que apoya la unidimensionalidad, otro que diferencia los componentes cognitivo y afectivo, y otro de cuatro dimensiones: preocupación, interferencia, falta de confianza y emocionalidad como factores primer orden y la AE total como factor de segundo orden. Los índices de ajuste para el último modelo fueron adecuados. Se discuten los resultados, el uso de parcelas de ítems y la importancia de contar con instrumentos multidimensionales de la AE en lengua española.
... Los hallazgos más consistentes se alcanzaron con el desarrollo final del TAI-G (Hodapp, 1991) una escala de AE que ha demostrado muy buenas propiedades psicométricas (Keith, Hodapp, Schermelleh-Engel y Moosbrugger, 2003;Musch y Broder, 1999) y que contempla cuatro dimensiones, Preocupación (se refiere a los pensamientos acerca de las consecuencias negativas de un mal rendimiento), Interferencia (hace referencia a cogniciones que interfieren en la situación de evaluación independientemente del contenido específico de las mismas), Emocionalidad (describe las percepciones de la activación fisiológica que experimenta el estudiante), y Falta de Confianza (se refiere a la experiencia falta de la confianza sobre el propio rendimiento y de auto-control durante la situación de examen). Diferentes estudios que utilizaron este instrumento permitieron visualizar un patrón más estable de relaciones, y las diferencias encontradas entre los mismos se deben en mayor medida a las consideraciones anteriormente expuestas sobre los modos de definir conceptual y operacionalmente a las EAF. ...
The studies of the relationship between test anxiety and ways of coping generally have provided mixed results. In order to clarify these relationships, in this paper was explored the differences in coping styles with academic stress in 816 college students with low, moderate and high test anxiety. Additionally, was examined the relationships between each coping style and the four dimensions of test anxiety. Multivariate analysis of variance (MANOVA) provided significant differences in coping styles according to the anxiety level; more anxious students are characterized by selfblame and self focused rumination coping styles and less anxious by approach and accommodation coping styles. Partial correlations between each dimension and coping indicated that worry was positively associated with approach, a more adaptive coping style that contribute to preparation and study, while interference and lack of confidence are linked to dysfunctional styles. Results are discussed in the framework of the processing efficiency theory and are discussed the implications for test anxiety treatment.
... Nach einer Übersetzung des TAI-G ins Englische und umfangreichen Validierungsstudien (z. B. Musch & Bröder, 1999;Ringeisen, Buchwald & Hodapp, 2010) liegt nun mit dem Prüfungsangstfragebogen (PAF, Hodapp et al., 2011) eine verkürzte Version des Verfahrens mit sehr guten psychometrischen Eigen schaften vor. ...
In der Prüfungsängstlichkeitsforschung gewinnen kulturvergleichende Ansätze zunehmend an Bedeutung. Dabei lässt sich Kultur aus zwei Perspektiven betrachten, aus einer „etischen“ und einer „emischen“ Perspektive (Berry, 1999). Die etische Betrachtungsweise entspricht einer kulturübergreifenden Außensicht. Kultur wird hierbei meist anhand von kulturellen Merkmalen, wie beispielsweise sozialen Normen oder Werten, operationalisiert und demnach als eine den Menschen beeinflussende Variable aufgefasst.
... These four dimensions allow for a differentiated assessment of test anxiety; they not only comprise different manifestations of test anxiety but also provide clues for potential interventions. Rendering multiple supports for its validity, the four-dimensional structure of the TAI-G could consistently be replicated with German samples revealing moderate subscale intercorrelations (e.g., Keith, Hodapp, Schermelleh-Engel, & Moosbrugger, 2003;Musch & Bröder, 1999). The TAI-G was revised, shortened and revalidated on secondary schools and college students in order to provide an effective and easy-to-administer tool for institutional counseling and diagnostics. ...
The current study concerns the validation of an English version of the German Test Anxiety Inventory, namely the PAF-E. This questionnaire is a multi-faceted measure of test anxiety designed to detect normative test anxiety levels and in consequence meet the need of consultancy. Construct and criterion validity of (PAF-E) were examined with a sample of 96 secondary school students (Mage = 12.8, SD = 0.67; 55% girls) from an international school in Berlin (Germany) and 399 secondary school students (Mage = 13.4, SD = 0.80; 56% girls) from Montréal (Canada). Both samples completed the English Test Anxiety Inventory and related constructs, such as school-related self-efficacy, inhibitory test anxiety, and achievement motivation, as well as the Big Five Inventory. Exploratory and confirmatory factor analyses confirmed the four-factor-structure (worry, emotionality, interfering thoughts, lack of confidence) of the original German Test Anxiety Inventory (PAF). Each subscale consists of five items with a total of 20 questions overall. Cronbach’s alpha, ranging from .71 to .82 among Germans and .77 to .87 among Canadians as well as the re-test reliability (from .80 to .85 among Canadians) were sufficient. The differential patterns of correlations between other constructs and the indices of test anxiety indicate good construct validity.
... Siguiendo esta línea, el Inventario Alemán de Ansiedad ante Exámenes (German Test Anxiety Inventory [TAI-G], Hodapp, 1991) está conformado por las subescalas: Emocionalidad (referida a las percepciones de la activación fisiológica), Preocupación (referida a pensamientos sobre las consecuencias negativas de fracasar), Falta de Confianza (creencias negativas de la propia capacidad de rendir adecuadamente el examen) e Interferencia (pensamientos que producen distracción y bloqueo cognitivo), las cuales conforman un modelo de cuatro dimensiones que se agrupan en un factor de primer orden de AE. Tanto la escala total como las subescalas demostraron consistencia interna satisfactoria y diferentes estudios sobre la validez factorial, las relaciones de las cuatro subescalas con el rendimiento y otras variables han apoyado la conceptualización multidimensional de la AE evaluada mediante el TAI-G (Keith, Hodapp, Schermelleh-Engel & Moosbrugger;Musch & Broder, 1999). El GTAI-A, adaptación al español del TAI-G en estudiantes universitarios argentinos (Heredia et al., 2008), ha demostrado aceptable confiabilidad con coeficientes alfa de Cronbach entre 0.74 y 0.90 para cada una de las subescalas y la escala total, adecuada validez conservando la estructura factorial del instrumento original, correlaciones test-criterio con el rendimiento académico de -0.34 con Interferencia y -0.29 con Falta de Confianza, y diferencias de grupos contrastados con mayores puntajes en mujeres para Preocupación, Emocionalidad y Falta de Confianza. ...
In the present study was evaluated the psychometric properties of the Spanish version of the German Test Anxiety Inventory in argentinean university students. Was conducted an exploratory and a confirmatory factor analysis using items parcels. The fit of three possible models was evaluated according to the theoretical background, one that supports the unidimensionality of the test anxiety, other that distinguishes the cognitive and affective components, and one that comprising four dimensions, Worry, Interference, Lack of Confidence and Emotionality as primary factors and total Test Anxiety as secondary factor. Fit indices for the last model were all adequate. Are discussed the results, the use of items parcels and the importance of multidimensional instruments of test anxiety in Spanish language.
... The cognitive dimension of the German version of the Test Anxiety Inventory was used to assess CTA [80]. We selected five items (e.g., 'I am thinking about the consequences of failing') based on factor loadings in previous studies [81]. We used a four-point scale ranging from 'not true at all' (1) to 'completely true' (4). ...
The use of cognitive enhancement (CE) by means of pharmaceutical agents has been the subject of intense debate both among scientists and in the media. This study investigates several drivers of and obstacles to the willingness to use prescription drugs non-medically for augmenting brain capacity.
We conducted a web-based study among 2,877 students from randomly selected disciplines at German universities. Using a factorial survey, respondents expressed their willingness to take various hypothetical CE-drugs; the drugs were described by five experimentally varied characteristics and the social environment by three varied characteristics. Personal characteristics and demographic controls were also measured.
We found that 65.3% of the respondents staunchly refused to use CE-drugs. The results of a multivariate negative binomial regression indicated that respondents' willingness to use CE-drugs increased if the potential drugs promised a significant augmentation of mental capacity and a high probability of achieving this augmentation. Willingness decreased when there was a high probability of side effects and a high price. Prevalent CE-drug use among peers increased willingness, whereas a social environment that strongly disapproved of these drugs decreased it. Regarding the respondents' characteristics, pronounced academic procrastination, high cognitive test anxiety, low intrinsic motivation, low internalization of social norms against CE-drug use, and past experiences with CE-drugs increased willingness. The potential severity of side effects, social recommendations about using CE-drugs, risk preferences, and competencies had no measured effects upon willingness.
These findings contribute to understanding factors that influence the willingness to use CE-drugs. They support the assumption of instrumental drug use and may contribute to the development of prevention, policy, and educational strategies.
... Lediglich das Test Anxiety Inventory (TAI) von Spielberger (1980; deutsche Adaptation: TAI-G, Hodapp, 1991; zur Anwendung bei Studierenden vgl. Musch & Bröder, 1999) und der von Sarason (1984) entwickelte Reactions To Tests (deutsche Version: RTT-G, Quast, Jerusalem & Sarason, 1986) zielen auf eine differenziertere Diagnostik, allerdings nur im Bereich der Angsterscheinungsweisen (TAI-G: "Aufgeregtheit", "Besorgtheit", "Zuversicht", "Interferenz"; RTT-G: "Anspannung", "Besorgnis", "irrelevante Gedanken", "körperliche Symptome"). ...
[Üerprüft wird, inwieweit das für Gymnasiasten konzipierte „Differentielle Leistungsangst Inventar“
(DAI, Rost & Schermer, 1997) zur Diagnostik von Leistungsängstlichkeit bei Studenten eingesetzt werden kann. N = 480 Studierende (Rechtswissenschaften: n1 = 239; Medizin: n2 = 241) bearbeiteten die DAI-Kurzform. Das Differentielle Leistungsangst Inventar erweist sich auch in einer studentischen Stichprobe als faktoriell valides Verfahren mit guten teststatistischen Kennwerten aller 12 Subskalen. Mittelwertsunterschiede zwischen Studierenden der Fachrichtungen „Medizin“ und „Jura“ sowie zwischen der studentischen Stichprobe und der DAI-Eichstichprobe legen eine Normierung für Studierende nahe.
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This study investigates the psychometric properties and factorial validity of the Differential Test Anxiety Inventory (DAI, “Differentielles Leistungsangst Inventar”, Rost & Schermer, 1997) in a sample of N = 480 university students (n1 = 239 students of law and n2 = 241 students of medicine). The factorial structure, psychometric properties as well as gender differences are correspondent to the results published in the DAI manual which are based on samples of secondary students (grade 8–13). Mean differences between students of law and students of medicine as well as between the university student sample and the norm group (secondary school students) are reported.
... The TAI-G has demonstrated high reliability (Cronbach's alpha ¶ .91) and substantial validity (Hodapp, 1991(Hodapp, , 1995Musch & Bro È der, 1999). From the participants who had indicated interest in the experiment, we selected 12 participants with scores in the upper third and 12 participants with scores in the lower third of the distribution of TAI-G scores, following preliminary TAI-G norms for university students (V. ...
Substantial evidence suggests that test anxiety is associated with poor performance in complex tasks. Based on the differentiation of coordinative and sequential demands on working memory (Mayr & Kliegl, 1993), two studies examined the effects of sequential demands on the relationship between test anxiety and cognitive performance. Both studies found that high sequential demands had beneficial effects on the speed and accuracy of the performance of test-anxious participants. It is suggested that the more frequent memory updates associated with high sequential demands may represent external processing aids that compensate for the restricted memory capacity of individuals with high test anxiety.
... Three items that measured students' worries ('I am thinking about the consequences of failing'; 'I worry about my results'; and 'I think about what will happen if I don't do well') were included in the questionnaire at time t 1 . We selected these items based on factor loadings from previous studies (Musch and Bröder, 1999). These items were rated on a 4-point scale that ranged from 'not true at all' (1) to 'completely true' (4). ...
This online panel study (n(t)(1) = 5,882; n(t)(2) = 3,486 (randomly selected)) used multiple metrics to assess the prevalence of the nonmedical use of prescription medication for enhancing cognitive performance among German university students in 2010. Rare events logistic regression revealed that increased cognitive test anxiety increased the prevalence of medication use over various time windows. Negative binomial regression models showed that the higher the cognitive test anxiety, the higher the use frequencies were during the previous six months. The models controlled for expected side effects, risk attitudes, self-attributed competencies, prior medication use, sex, and age. We also discuss the study's implications.
... Während des Semesters wurde mit einem Fragebogen das Alter der Teilnehmer, ihr Geschlecht, das kursbezogene Selbstkonzept, die Abiturnote und die subjektive Wichtigkeit der Klausur erhoben. Die Ergebnisse einer Auswertung der zeitgleich erhobenen Prüfungsängstlichkeit werden an anderer Stelle berichtet (Musch & Bröder, 1999). ...
Zusammenfassung: Ergebnisabhangig asymmetrisches Attributionsverhalten wird haufig als Resultat einer motivational bedingten Verzerrung interpretiert. Nach Meinung einiger Kritiker kann ein vermeintlich motivational verzerrtes Attributionsverhalten jedoch auch als Ergebnis rationaler Informationsverarbeitung auftreten. Demnach schreiben sich kompetente Individuen eintretenden Erfolg in Ubereinstimmung mit dem klassischen Kovariationsprinzip der Attribution selbst zu, wahrend sie gelegentliche Miserfolge aus dem gleichen Grund external attribuieren. Bei Personen mit niedrigem Fahigkeitsniveau ware ein ergebnisabhangig asymmetrisches Attributionsverhalten dagegen nicht zu erwarten, weil sie zur Erklarung gelegentlicher Erfolge realistischerweise auch ausere Einflusse heranziehen und haufige Miserfolge eher auch internal attribuieren sollten. In Ubereinstimmung mit dieser Vorhersage trat bei 74 Teilnehmern einer Statistikklausur eine ergebnisabhangige Attributionsasymmetrie nur bei positivem akademischem Sel...
... On doit également noter que certaines études du TAI rapportent un nombre de facteurs plus élevé. Par exemple, Musch et Bröder (1999) rapportent, en plus des facteurs classiques d'émotivité et d'inquiétude, un facteur relatif à la confiance en soi et un facteur d'interférence. ...
Scores were analyzed from two samples of undergraduate university students in the Toronto area who answered a questionnaire on exam anxiety (the "Test Anxiety Inventory": TAI). The samples (
n = 645 and
n = 462), which were both made up of women and men, some with English as their mother tongue and others having a mother tongue other than English, showed very comparable result patterns. Women reported a higher exam anxiety level than men on both dimensions of the questionnaire: Worry (TAIW) and Emotionality (TAIE). Students with a mother tongue other than English, an indicator of recent immigration--reported a higher level of anxiety than students whose mother tongue is English, for both the worry component and the emotionality component. Also, and moreover generally, the worry component of TAI (but not the emotionality component) appeared to have a negative correlation with the results obtained by the students in the final exam for the psychology introductory course in which they were registered. This correlation was not attenuated when a general intelligence test was taken into account. Finally, the TAI factorial structure was similar for both samples, with a model using two correlated factors showing better adjustment to the data than a unifactorial model. Given the strong correlation between the two factors, however, (
r = 0,80), this hierarchical design of the TAI was supported. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... With a 4-point answer scale from almost never (1) to almost always (4), TAI-G scores have a potential range of 30±120. The TAI-G has demonstrated high reliability (Cronbach's alpha!0.91) and validity (Hodapp, 1991(Hodapp, , 1995Musch & BroÈ der, 1999). From all participants who had indicated interest in the experiment, we selected 27 (20 female) participants with scores in the upper third and 29 (19 female) participants with scores in the lower third of the distribution of TAI-G scores, following preliminary TAI-G norms for university students (V. ...
Substantial evidence suggests that test anxiety is associated with poor memory performance. The relationship between test anxiety and metamemory, however, has remained largely unexplored. The present study examines test anxiety and metamemory from the perspective of storage selection in extended memory systems. A sample of 56 university students with scores in the upper or lower thirds of the distribution for the Test Anxiety Inventory were presented with sentences describing everyday tasks under conditions where low and high importance was attached to future remembering. For each sentence, participants indicated whether they would choose internal memory storage (neurophysiological memory) or external storage (external memory aids) to remember the information. Results showed that test-anxious participants displayed a general preference for external over internal storage, independent of the importance attached to remembering. Low estimated success of internal storage emerged as a potential reason for this preference. Implications of these findings for research on test anxiety, metamemory, and storage selection in extended memory systems are discussed.
Lernende weltweit stehen vor der Aufgabe, ihr Wissen in Prüfungen zu demonstrieren, was als herausfordernd oder bedrohlich erlebt werden kann. Infolgedessen kommt der Erforschung des zugehörigen Angsterlebens international viel Aufmerksamkeit zu und Prüfungsängstlichkeit konnte als kulturübergreifendes Phänomen identifiziert werden. Entsprechende Messinstrumente wurden in zahlreiche Sprachen adaptiert. Ebenfalls von Interesse ist, inwiefern Kultur einen Einfluss auf die Manifestationsformen von Prüfungsängstlichkeit nimmt. Um kulturspezifische Einflüsse auf individueller, interindividueller und gesellschaftlicher Ebene adäquat abzubilden, scheint für künftige Prüfungsängstlichkeitsforschung eine emische Perspektive auf Kultur entscheidend.
Lernende weltweit stehen vor der Aufgabe, ihr Wissen in Prüfungen zu demonstrieren, was als herausfordernd oder bedrohlich erlebt werden kann. Infolgedessen kommt der Erforschung des zugehörigen Angsterlebens international viel Aufmerksamkeit zu und Prüfungsängstlichkeit konnte als kulturübergreifendes Phänomen identifiziert werden. Entsprechende Messinstrumente wurden in zahlreiche Sprachen adaptiert. Ebenfalls von Interesse ist, inwiefern Kultur einen Einfluss auf die Manifestationsformen von Prüfungsängstlichkeit nimmt. Um kulturspezifische Einflüsse auf individueller, interindividueller und gesellschaftlicher Ebene adäquat abzubilden, scheint für künftige Prüfungsängstlichkeitsforschung eine emische Perspektive auf Kultur entscheidend.
Zusammenfassung. Nach der psychologisch-klinisch Definition der Prüfungsängste werden deren Ursachen (u. a. psychosoziales und Lernumfeld) und ihre Folgen (z. B. Leistungsminderung, Versagensängste, Schul- oder Studienabbruch) umrissen. Obwohl es in der BRD ca. 20 Millionen Lernende gibt, befasst sich die Fachliteratur nur selten mit ihnen. So kann die Häufigkeit von Prüfungsängsten nur geschätzt bei 10 – 12 % angegeben werden. Hauptanliegen des Beitrags ist, nach jeweils knappen theoretischen einführenden Informationen konkrete Praxisvorschläge für Prüfer in Schule oder Universität zu geben. Dargestellt werden sieben stark miteinander vernetzte Ursachen- und Wirkfaktoren und deren Einsatz in der Beratung oder Psychotherapie: Neuropsychologie (Angstbewältigung durch Entspannung), Emotion (ihre Regulation), Motorik (Erkennen von Hilfssignalen, Abreagieren), Kognition (mit ihren Bewältigungsstrategien wie z. B. Reframing), Motivation (Wertmaßstäbe, Anerkennung, Lebensperspektiven), Attribution (besonders der eignen Leistung und Selbstwirksamkeit) und letztlich Einsatz der Imagination (u. a., um mit Vorstellungsübungen Angst abzubauen und ein angemessenes Prüfungserhalten aufzubauen). Gewünscht wird, durch Vermittlung angemessener Lern- und Lehrmethoden sowie Trainings von Prüfern an Schulen und Universitäten Lern- und Prüfungserfolge zu verbessern. Denn gerade Lernen und Bildung stehen zunehmend mehr im Vordergrund unserer Gesellschaft mit ihren beruflichen Erwartungen.
Study 1 tested the model of the Differentielles Leistungsangst Inventar (Differential Test Anxiety Inventory, DAI; Rost & Schermer, 1997, 2007) using data from N = 480 university students (Schilling, Rost, & Schermer, 2004).Confirmatory factor analysis indicated that model fit was satisfactory (RMSEA =.039, TLI = .903, CFI = .913), invariant of student gender. Anxiety initiations, anxiety reactions, and internal anxiety stabilization were substantially correlated.
Study 2 replicated the DAI model using data from N = 296 female students attending a teacher training college. Correlations with the Big Five factors were investigated. External anxiety stabilization was weakly correlated with the personality scales. Anxiety initiating conditions, anxiety reactions, and internal anxiety stabilization were strongly associated with neuroticism (.50<r<.65). The highest correlations between personality and anxiety coping strategies were those of conscientiousness with danger control (productive working behaviour; r =-.31) and situation control (avoidance and cheating; r = .25) and of openness with anxiety control (relaxation and anticipation; r = .38).
The results indicate that the DAI can be used with university students and that its scales are consistently embedded into the nomological network of personality.
Cognitive enhancement (CE) via pharmaceutical agents has been intensively and controversially discussed by scientists and the media. We investigate several drivers of and obstacles to the non-medical use of prescription drugs to augment brain capacity by using an extended version of the Rational Choice Theory (RCT).
We conducted a web-based study among 2,877 students from randomly selected disciplines and German universities. Via a factorial survey, respondents expressed their willingness to take a hypothetical CE drug described by five experimentally varied drug characteristics (costs and benefits) and three varied characteristics of the social environment. Personal characteristics and demographic controls were also measured.
We found that 65.3% of the respondents strongly refused to use CE drugs. The results of a multivariate negative binomial regression indicated that drugs promising strong augmentations of brain capacity (benefits) and a high probability of achieving this amplification increased respondents’ willingness to use CE drugs. A high probability of side effects (costs) and a high price decreased this willingness. Prevalent CE drug use among peers increased willingness, whereas a social environment that strongly disapproves of these drugs decreased it. Regarding the respondents’ characteristics, strong academic procrastination, high cognitive test anxiety, low intrinsic motivation, low internalization of social norms against CE drug use, and experiences with CE drugs increased willingness. No effects were found for the severity of side effects, social recommendations about using CE drugs, risk preferences, and competencies.
The application of the rational choice theory and our findings contribute to the understanding of factors influencing CE drug use. They support the assumption of instrumental drug use and may contribute to the development of prevention, policy, and educational strategies.
Construct validity of the German Test Anxiety Inventory (TAI-G) was tested in two respects. Firstly, the purported four-dimensional structure of the TAI-G (comprising subscales Emotionality, Worry, Interference, and Lack of Confidence) as well as relations of the test anxiety dimensions to self-efficacy were tested. Secondly, the trait conception of the TAI-G was tested within the framework of Latent State-Trait theory. The TAI-G was given to a student sample (N=302) on three occasions with a time interval of 2 weeks along with a study-specific self-efficacy scale on occasion 1. Dimensionality assumptions as well as relations with self-efficacy were tested using cross-sectional second-order confirmatory factor analysis. The trait conception was tested separately for TAI-G subscales by specifying longitudinal confirmatory factor models (Latent State-Trait models) and by calculating variance proportions of manifest variables (Latent State-Trait coefficients) referring to different sources of systematic variance (person, situation, and method) based on parameter estimates of the models. Results were supportive of both the purported four-dimensional structure and hypothesized relationships to self-efficacy (i.e., acceptable model fit) as well as of the trait conception of test anxiety (i.e., acceptable model fit and high proportion of variance due to person component). Implications for further validation studies were discussed.
Untersucht wird der Stellenwert der Vertrauenstrias Selbstvertrauen, Vertrauen in andere und Zukunftsvertrauen bei der Bewaltigung von Prufungsangstlichkeit. N = 568 Studierende der Sozial- und Naturwissenschaften beantworteten dazu das Prufungsangstlichkeitsinventar (TAI-G), die Skala zum Selbstkonzept eigener Fahigkeiten des Fragebogens zu Kompetenz- und Kontrolluberzeugungen (FKK-Sk), die Skala zur Erfassung von Hoffnungslosigkeit (H-RA-Skala), die Skala zur Erfassung von sozialem Vertrauen (SV-KONZ) sowie die Copingskalen des Differentiellen Leistungsangstinventars (DAI). Zwischen Prufungsangstlichkeit und der Vertrauenstrias ergaben sich durchweg signifikante negative Korrelationen, zu den erhobenen Copingstrategien liesen sich ebenfalls uberwiegend signifikante Zusammenhange feststellen. Des Weiteren korrelierte die Vertrauenstrias mit fast allen Copingstrategien statistisch signifikant. Regressionsanalytisch wurde weiter ein moglicher intervenierender Effekt von Coping auf die Einflussbeziehung der...
Psychometrische Eigenschaften und Faktorenstruktur des 1991 von Hodapp vorgestellten Prufungsangstlichkeitsinventars TAI-G wurden an einer Stichprobe von N = 720 Studierenden verschiedener Studiengange uberpruft. Die bekannte faktorielle Struktur der Skala konnte repliziert werden. Gesamtskala und die vier Subskalen Aufgeregtheit, Besorgtheit, Mangel an Zuversicht und Interferenz weisen eine hohe interne Konsistenz auf. Auf Grundlage der item- und skalenanalytischen Befunde wird eine TAI-G-Kurzskala mit 15 Items vorgeschlagen. Diese weist eine klarere Faktorenstruktur ohne Doppelladungen auf und besitzt eine hohe interne Konsistenz. Die Kurzskala korreliert zu r = .98 mit der Originalversion. Zusammenhange zwischen den vier Subskalen und den soziodemographischen Angaben entsprechen den aus der Prufungsangstlichkeitsforschung bekannten Mustern.
A new Spanish version of the Cognitive Test Anxiety Scale (CTAS) was created to be used explicitly with Argentinean university students. The scale was translated and verified through blind back translation and given to a large sample of students majoring in psychology or chemistry (N = 752). Exploratory Factor Analysis (N = 376) showed an internal structure of two factors that differed from the established English version of the CTAS. Examination of the items revealed that the factors were likely influenced by the phrasing of items that were originally designed to have several items require endorsement of low anxiety. Confirmatory factor analyses (N = 376) were conducted to compare the fit of three models for the scale. The results demonstrated that a 16-item single-factor solution was the preferable model. Further analyses demonstrated strong internal consistency, and test-retest stability of the short Spanish version. Results support the utility of the scale in future transcultural research on test anxiety with American and Argentinean learners.
Investigated (a) the relationship of test anxiety to academic performance in college students, (b) differences in study-related behaviors between high and low test-anxious Ss, and (c) differential effectiveness of study-related behaviors for both groups. Undergraduate Ss were 65 high and 31 low scorers on the Test Anxiety Scale. Results demonstrate a significant decrement in GPA associated with test anxiety. High test-anxious Ss were also found to have poorer study skills. For high test-anxious Ss, quality of study habits and amount of study time were positively related to academic performance, whereas missing classes and delaying exams were inversely related to performance. Findings are discussed in terms of the prevailing interference model of test anxiety. (17 ref)
A new item-fit index is proposed that is both a descriptive measure of deviance of single items and an index for statistical inference. This index is based on the assumptions of the dichotomous and polytomous Rasch models for items with ordered categories and, in particular, is a standardization of the conditional likelihood of the item pattern that does not depend on the item parameters. This approach is compared with other methods for determining item fit. In contrast to many other item-fit indexes, this index is not based on response-score residuals. Results of a simulation study illustrating the performance of the index are provided. An asymptotically normally distributed Z statistic is derived and an empirical example demonstrates the sensitivity of the index with respect to item and person heterogeneity. Index terms: appropriateness measurement, item discrimination, item fit, partial credit model, Rasch model.
relation between anxiety and [academic] achievement is discussed in 2 different contexts / 1st, the joint influence on achievement of general trait anxiety . . . and test anxiety as a situation-specific trait is demonstrated / 2nd, a model of the complex reciprocal relation between anxiety and achievement is proposed that avoids a major shortcoming of the unidirectional trait approach by explicitly taking into account interactions of persons with situation-specific determinants of behavior
following a critical evaluation of widely used measures of test anxiety, [describe] the development of German adaptation of the TAI [Test Anxiety Inventory], TAI-G / [report] the results of studies [with school and college students] of the factor structure of this new measure and information about its psychometric properties (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Discusses theoretical and empirical implications of an explicit differentiation between cognitive and emotional components of test anxiety (TA). TA as a state and as a trait is examined: TA as a situation specific trait assesses individual differences in the proneness to respond in examination situations with higher levels of state anxiety on the cognitive and emotional dimension. Some initial results of a German adaptation of the Test Anxiety Inventory, which measures emotional and cognitive components of trait TA, are reported. (62 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The Rasch model is an item analysis model with logistic item characteristic curves of equal slope,i.e. with constant item discriminating powers. The proposed goodness of fit test is based on a comparison between difficulties
estimated from different scoregroups and over-all estimates.
Based on the within scoregroup estimates and the over-all estimates of item difficulties a conditional likelihood ratio is
formed. It is shown that—2 times the logarithm of this ratio isx
2-distributed when the Rasch model is true.
The power of the proposed goodness of fit test is discussed for alternative models with logistic item characteristic curves,
but unequal discriminating items from a scholastic aptitude test.
-This smdy examined the relationship between rwo aspects of the TAQ, identified as "worry" and "emotionslity," and performance expectancies on a college examination. For this purpose, a short Pre-examination Questionnaire was developed. As predicted, worry (W) was inversely related to performance expectancy. No relationship between expectancy and emotionality (E) was found. The components of Mandler and Sarason's Test Anxiety Questionnaire have typically been examined by various factor-analytic techniques (e.g., Gorsuch, 1966; Sassenrath, 1964; Sassenrath, Kight, 8: Kaiser, 1965). Two cla~ses of factors seem to emerge: cognitive factors which might be labelled "worry" or "lack of confidence" and Zactors which refer to various indices of autonomic arousal or "emotionality." The present study examined a specific hypothesized relationship between these two aspecrs of anxiety and performance expectancy on a college examination. "Worry" (W) was conceptually identified as any cognitive expression of concern about one's own performance, while "emotionality" (E) referred ro autonomic reactions which tend to occur under examination suess. It was hypothesized that worry would be inversely related to performance expectancy. This relationship was predicted on the basis of the following reasoning. Worry is primarily cognitive concern about the consequences of failing, the ability of others relative to one's own, etc. Thus, in situations where persons expect success, considerations of worry should be minimized. In contrast, when poor performance is expected they should be maximal. On the other hand, indices of anxiety which are primarily autonomic or emotional in nature were hypothesized to reflect the immediate uncertainty of the test-taking situation. Thus, emotionality should be highest when one's own performance is least certain (i.e., when expectancy is nearest .5). This prediction is in accord with Atkinson and Feather's (1966) risk-taking model, in which test anxiety is assumed to be an indication of the strength of the motive to avoid failure. This motive, and the anxiety associated with it, is held to be highest at the point of maximum uncertainty (Atkinson & Litwin, 1960). It is pertinent, however, that when Feather (1963) asked persons how "worried rhey were during a problem-solving task in which expectancies were manipulated, an inverse relationship between expectancy and worry was obtained. The purpose of this study was to corroborate the posited inverse relationship between expectancy aod worry and to demonstrate that this relationship does not parallel the relationship between expectancy and emotionality.
Test anxiety, study habits, and academic performance
- V Hodapp
- A Henneberger
The TAI-G: A multidimensional approach to the assessment of test anxiety
- V Hodapp
Die Einstellung von Psychologie-Studenten zum Methodenlernen
- A Windisch