Achievement Emotions and Achievement Goals in Support of the Convergent, Divergent and Criterion Validity of the Spanish-Cognitive Test Anxiety Scale

Autor/inn/en	Sánchez-Rosas, Javier; Furlan, Luis Alberto
Titel	Achievement Emotions and Achievement Goals in Support of the Convergent, Divergent and Criterion Validity of the Spanish-Cognitive Test Anxiety Scale
Quelle	In: International Journal of Educational Psychology, 6 (2017) 1, S.67-92 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Foreign Countries; Undergraduate Students; Academic Achievement; Psychological Patterns; Emotional Response; Predictive Validity; Attitude Measures; Test Anxiety; Likert Scales; Questionnaires; Correlation; Statistical Analysis; Goal Orientation; Psychological Testing; Argentina + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Emotionales Verhalten; Examination phobia; Testangst; Prüfungsangst; Likert-Skala; Fragebogen; Korrelation; Statistische Analyse; Zielorientierung; Zielvorstellung; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Argentinien
Abstract	Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded to several scales administered at three points. At time 1 and 3, the sample responded to scales designed to assess their adoption of mastery and performance goals. At time 2, they responded to the SCTAS and items assessing their anxiety and shame in class, and their enjoyment, hopelessness, shame, and anxiety experienced in exam. Results demonstrated the convergent and divergent validity of the S-CTAS through correlations with other class and test emotions scales measuring outcome and activity-emotions. Furthermore, the findings verified the criterion validity of the S-CTAS by estimating the predictive influence of achievement goals on cognitive test anxiety and other emotions, and in turn the effects of cognitive test anxiety and these emotions on achievement goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01