Adapting the Cognitive Test Anxiety Scale for use with Argentinean University Students

2009 ◽  
Vol 9 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Luis Alberto Furlan ◽  
Jerrell C. Cassady ◽  
Edgardo Raul Pérez
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

scholarly journals Validation of the Turkish Version of the Cognitive Test Anxiety Scale–Revised

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401666954 ◽  
Author(s):  
Sati Bozkurt ◽  
Gizem B. Ekitli ◽  
Christopher L. Thomas ◽  
Jerrell C. Cassady
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Turkish Version ◽  
Consistency Test ◽  
Confirmatory Factor Analyses ◽  
Cognitive Test Anxiety ◽  
Confirmatory Factor ◽  
And Gender ◽  
Test Retest Reliability

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 version of the measure. Results indicated that the 23-item version of the measure provided a better fit to the data which support the removal of the problematic items in the Turkish version of the CTAR. Additional analyses demonstrated the internal consistency, test–retest reliability, concurrent validity, and gender equivalence for responses offered on the Turkish version of the measure. Results of the analysis revealed a 23-item Turkish version of the T-CTAR is a valid and reliable measure of cognitive test anxiety for use among Turkish students.

scholarly journals Validation of the Persian Translation of the Cognitive Test Anxiety Scale

SAGE Open ◽  
2014 ◽  
Vol 4 (4) ◽  
pp. 215824401455511 ◽  
Author(s):  
Purya Baghaei ◽  
Jerrell Cassady
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Cognitive Test Anxiety ◽  
Persian Translation

scholarly journals Achievement emotions and achievement goals in support of the convergent, divergent and criterion validity of the Spanish-Cognitive Test Anxiety Scale

2017 ◽  
Vol 6 (1) ◽  
pp. 67
Author(s):  
Javier Sánchez Rosas ◽  
Luis Alberto Furlan
Keyword(s):  
Test Anxiety ◽  
Achievement Goals ◽  
Criterion Validity ◽  
Value Theory ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Achievement Emotions ◽  
Control Value ◽  
Cognitive Test Anxiety ◽  
Convergent And Divergent Validity

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 several scales administered at three points. At time 1 and 3, the sample informed their adoption of mastery and performance goals. At time 2, they responded to the S-CTAS and informed about 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 by correlating 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.

Cognitive Test Anxiety Scale

2002 ◽  
Author(s):  
Jerrell C. Cassady ◽  
Ronald E. Johnson
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

Cognitive Test Anxiety Scale--Spanish Version

2009 ◽  
Author(s):  
Luis Alberto Furlan ◽  
Jerrell C. Cassady ◽  
Edgardo Raul Pérez
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Spanish Version ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

scholarly journals Ansiedad ante los exámenes. ¿Qué se evalúa y cómo?

2006 ◽  
Vol 6 (1) ◽  
Author(s):  
Luis Furlán
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Cognitive Test Anxiety ◽  
Palabras Clave

En este trabajo se revisa un conjunto de instrumentos de medición de “ansiedad ante los exámenes”, una reacción emocional que las personas presentan ante situaciones en las que sus aptitudes son evaluadas y cuya característica definitoria es la preocupación recurrente por el posible fracaso o mal rendimiento en la tarea y sus consecuencias. Se analizaron las bases conceptuales, características y propiedades psicométricas de: Test Anxiety Scale (Sarason, 1978), Test Anxiety Inventory (Spielberger, 1980), Reactions To Test (Sarason,1984), German Test Anxiety Inventory (Hoddap, 1996), Inventario de Situaciones y Respuestas de Ansiedad (Miguel Tobal & Cano Vindel, 1988), Cuestionario de Ansiedad en los Exámenes (Valero, 1997) Cognitive Test Anxiety Scale (Cassady & Jonson, 2002) y Cuestionario de Ansiedad y Rendimiento (Ferrando Varea & Lorenzo, 2002). Estos instrumentos incluyen entre una y cuatro subescalas, siendo la cognitiva o de preocupación la única presente en todos los inventarios y la que presenta mejores evidencias predictivas respecto al rendimiento académico. Otras escalas como las de emocionalidad, respuestas conductuales y situaciones ansiógenas aportan datos útiles para evaluaciones clínicas. Todos los instrumentos revisados poseen buenos niveles de consistencia interna y validez convergente pero las evidencias sobre su estructura interna son más dispares. Su empleo local requiere en todos los casos de un proceso previo de adaptación a la población estudiantil argentina. Palabras clave: ansiedad ante los exámenes, confiabilidad, validez

Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis

2017 ◽  
Vol 36 (5) ◽  
pp. 492-508 ◽  
Author(s):  
Christopher L. Thomas ◽  
Jerrell C. Cassady ◽  
W. Holmes Finch
Keyword(s):  
Test Anxiety ◽  
Latent Class ◽  
Support Staff ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Cognitive Test Anxiety ◽  
Cut Score ◽  
Text Anxiety ◽  
And Cluster Analysis ◽  
Practical Implications

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 can be used to differentiate between individuals with differing levels of cognitive test anxiety. The validity of the severity standards was established through group comparisons of test-anxious students on the MSLQ–Text Anxiety, FRIEDBEN–Cognitive Obstruction, FRIEDBEN–Social Derogation, and FRIEDBEN–Physiological Tenseness scales. Discussion concerns the practical implications of establishing CTAS-2 severity standards for educators, student support staff, and learners.

scholarly journals Cognitive test anxiety scale: Propriedades psicométricas no contexto brasileiro

2020 ◽  
Vol 11 ◽  
pp. e3923
Author(s):  
Emerson Diógenes De Medeiros ◽  
Paulo Gregório Nascimento Da Silva ◽  
Paloma Cavalcante Bezerra De Medeiros ◽  
Gisly Macedo De Sousa ◽  
Caroline Cabral Nunes ◽  
...  
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

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 demográficas. RESULTADOS: A análise fatorial exploratória sugeriu uma solução unidimensional, que explicou 46,94% da variância total dos itens. A confiabilidade foi avaliada pelos indicadores alfa de Cronbach (α) e ômega de McDonald (ω) iguais a 0,92. No Estudo 2, participaram 274 universitários de diferentes regiões brasileiras (Miedad=21,7; DP=3,73), a maioria do estado do Piauí (60%), cursando Psicologia (60,4%). Uma análise fatorial confirmatória apontou indicadores adequados (CFI=0,96; TLI=0,95; RMSEA=0,06). A confiabilidade foi satisfatória: (α) e (ω) iguais a 0,94. Conclusão: Foram encontradas evidências psicométricas para o Brasil, podendo a CTAS serútil para interessados em investigar a temática e seus correlatos. 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 demográficas. RESULTADOS: A análise fatorial exploratória sugeriu uma solução unidimensional, que explicou 46,94% da variância total dos itens. A confiabilidade foi avaliada pelos indicadores alfa de Cronbach (α) e ômega de McDonald (ω) iguais a 0,92. No Estudo 2, participaram 274 universitários de diferentes regiões brasileiras (Miedad=21,7; DP=3,73), a maioria do estado do Piauí (60%), cursando Psicologia (60,4%). Uma análise fatorial confirmatória apontou indicadores adequados (CFI=0,96; TLI=0,95; RMSEA=0,06). A confiabilidade foi satisfatória: (α) e (ω) iguais a 0,94. Conclusão: Foram encontradas evidências psicométricas para o Brasil, podendo a CTAS serútil para interessados em investigar a temática e seus correlatos.

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