Examining the Psychometric Properties of the FRIEDBEN Test Anxiety Scale Using Exploratory Structural Equation Modeling

Autor/inn/en	Thomas, Christopher L.; Cassady, Jerrell C.; Heath, Joshua A.
Titel	Examining the Psychometric Properties of the FRIEDBEN Test Anxiety Scale Using Exploratory Structural Equation Modeling
Quelle	In: International Journal of School & Educational Psychology, 8 (2020) 3, S.213-226 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2018.1522281
Schlagwörter	Psychometrics; Test Anxiety; Structural Equation Models; At Risk Students; Test Validity; College Students; Identification; Public Colleges; Measures (Individuals) + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Examination phobia; Testangst; Prüfungsangst; Testvalidität; Collegestudent; Identifikation; Identifizierung; Messdaten
Abstract	Test anxiety has been identified as a substantial barrier to student success at all educational levels. Given the ubiquitous presence of test anxiety, there have been many attempts to provide readily available measures of test anxiety to help identify learners at-risk for adverse academic outcomes. The purpose of the current study was to test the structural validity of the FRIEDBEN Test Anxiety Scale within a university population (N = 577; extending beyond the traditional adolescent population). Using exploratory structural equation modeling techniques, we determined that a five-factor solution, including Cognitive Obstruction, Tenseness, Social Derogation--Instructor Focused, Social Derogation--General, and Test Confidence, demonstrated a superior fit to the observed data compared to alternative factorial representations. Our results highlight the benefit of increased attention to the agents of attention in socially focused concerns that are believed to contribute to the experience of test anxiety. Further, our results add to the growing body of literature demonstrating that "reverse-coded" items on test anxiety instruments often are measuring a distinct factor related to perceptions of competence (i.e., test confidence). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01