TING FACTORS FROM THE TEST ANXIETY AND GENERAL ANXIETY QUESTION- NAIRES AND THE MANIFEST ANXIETY SCALE BETWEEN TWO SAMPLES OF UNIVERSITY STUDENTS1

1964 ◽  
Vol 1 (1) ◽  
pp. 50-50
Author(s):  
Julius Sassenrath ◽  
Howard Kight ◽  
Henry F. Kaiser
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
General Anxiety ◽  
Two Samples ◽  
Manifest Anxiety

scholarly journals The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0245200
Author(s):  
Ahmed M. Megreya ◽  
Denes Szűcs ◽  
Ahmed A. Moustafa
Keyword(s):  
Psychometric Properties ◽  
Test Anxiety ◽  
Science Achievement ◽  
Math Anxiety ◽  
Factor Model ◽  
Anxiety Scale ◽  
Learning Science ◽  
Science Anxiety ◽  
General Anxiety ◽  
Evaluation Anxiety

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 grades 11 and 12 (N = 362) and found that students in the “Arts” track were more anxious about science than those in “Sciences” track. Both studies consistently reported positive inter-correlations between the ASAS factors, with good internal reliabilities and modest meaningful associations with test anxiety and general anxiety, suggesting that science anxiety might be a distinct construct. Further, female students had higher science anxiety (especially science evaluation anxiety) than male students, even when test anxiety and general anxiety were considered in models. In summary, the ASAS is a brief, valid, and reliable instrument that can be used to guide and improve science education.

Learning Effects While Passively Viewing the Necker Cube

1989 ◽  
Vol 69 (3-2) ◽  
pp. 1391-1394 ◽  
Author(s):  
John Beer
Keyword(s):  
High School Students ◽  
Test Anxiety ◽  
Necker Cube ◽  
Anxiety Scale ◽  
Learning Effects ◽  
Ambiguity Tolerance ◽  
School Students ◽  
General Anxiety ◽  
Tolerance Of Ambiguity ◽  
Pearson Correlations

Over a 2-wk. period 15 high school students passively viewed a Necker cube for 5 trials (90 sec. per trial). The number of reversals per trial indicates there were practice effects. Measures of tolerance of ambiguity (Tolerance of Ambiguity), anxiety (General Anxiety Scale and Test Anxiety Scale), and rigidity (Breskin's Rigidity) were administered. Pearson correlations indicate that tolerance of ambiguity was not associated with viewing an ambiguous figure, the Necker cube. Analysis also suggests the more rigid the person's outlook, the fewer reversals were reported, and exposure to viewing the figure lowers anxiety.

General and Test Anxiety, Shyness, and Grade Point Average of Elementary School Children of Divorced and Nondivorced Parents

1994 ◽  
Vol 74 (2) ◽  
pp. 512-514 ◽  
Author(s):  
Garrett Call ◽  
Joe Beer ◽  
John Beer
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Elementary Grades ◽  
Normal Curve ◽  
Grade Point ◽  
General Anxiety ◽  
School Year ◽  
Scale Test ◽  
Pearson Correlations ◽  
School Records

116 boys and girls in elementary Grades 4, 5, and 6 were administered the General Anxiety Scale, Test Anxiety Scale, and the Shyness Scale. Their GPAs were obtained from school records as were Normal Curve Equivalents from the Iowa Tests of Basic Skills given the previous school year. Children of divorced parents ( n = 31) had lower GPAs than children of nondivorced parents ( n = 85). The girls had higher GPAs and general anxiety scores than the boys. The students who scored lower on test anxiety had higher Normal Curve Equivalents. Pearson correlations were significant for scores on Test Anxiety with those on general anxiety ( r = .57), GPA ( r = − .25), and Normal Curve Equivalents ( r = – .26). Normal Curve Equivalents correlated significantly with GPA ( r = .66), but shyness did not correlate significantly with any other measure.

Depression, General Anxiety, Test Anxiety, and Rigidity of Gifted Junior High and High School Children

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1128-1130 ◽  
Author(s):  
John Beer
Keyword(s):  
High School ◽  
Test Anxiety ◽  
Junior High ◽  
Gifted Students ◽  
Depression Scale ◽  
Anxiety Scale ◽  
Children's Depression Inventory ◽  
General Anxiety ◽  
Children’S Depression Inventory ◽  
Children’S Depression

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 Scales ( r = .60). Scores on the General Anxiety Scale correlated significantly with those on the Children's Depression Inventory ( r = .69) and the Test Anxiety Scale ( r = .55). Rigidity scores were not correlated significantly with any other measure and scores on the depression scales did not correlate significantly with those on the Test Anxiety Scale.

Compulsivity, Manifest Anxiety, and Gullibility

1975 ◽  
Vol 37 (2) ◽  
pp. 505-506 ◽  
Author(s):  
Louis H. Primavera ◽  
Sidney H. Hochman ◽  
William F. Reynolds
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Taylor Manifest Anxiety Scale ◽  
Manifest Anxiety ◽  
Undergraduate Men

This study investigated the correlations among compulsivity, as measured by the Breskin Rigidity Test, anxiety, as measured by the Taylor Manifest Anxiety Scale, and gullibility, measured by Forer's technique. Anxiety scores of 44 undergraduate men and 54 women correlated .52 with gullibility scores, replicating previous findings. Compulsivity scores correlated −.23 with anxiety scores and were not related to gullibility scores ( r = −.15). These results were contrary to expectation, since previous research had suggested that compulsivity indexed by other tests should be positively related to both anxiety and gullibility.

Learning Effects While Passively Viewing the Necker Cube

1989 ◽  
Vol 69 (3_suppl) ◽  
pp. 1391-1394 ◽  
Author(s):  
John Beer
Keyword(s):  
High School Students ◽  
Test Anxiety ◽  
Necker Cube ◽  
Anxiety Scale ◽  
Learning Effects ◽  
Ambiguity Tolerance ◽  
School Students ◽  
General Anxiety ◽  
Tolerance Of Ambiguity ◽  
Pearson Correlations

Over a 2-wk. period 15 high school students passively viewed a Necker cube for 5 trials (90 sec. per trial). The number of reversals per trial indicates there were practice effects. Measures of tolerance of ambiguity (Tolerance of Ambiguity), anxiety (General Anxiety Scale and Test Anxiety Scale), and rigidity (Breskin's Rigidity) were administered. Pearson correlations indicate that tolerance of ambiguity was not associated with viewing an ambiguous figure, the Necker cube. Analysis also suggests the more rigid the person's outlook, the fewer reversals were reported, and exposure to viewing the figure lowers anxiety.

Test-Retest Reliability of the Revised Children's Manifest Anxiety Scale

1987 ◽  
Vol 65 (1) ◽  
pp. 67-70 ◽  
Author(s):  
Jack J. Wisniewski ◽  
Judy L. Genshaft ◽  
James A. Mulick ◽  
Daniel L. Coury
Keyword(s):  
Small Difference ◽  
Anxiety Scale ◽  
Eighth Grade ◽  
Good Reliability ◽  
Sample Mean ◽  
Retest Reliability ◽  
Two Samples ◽  
Test Retest Reliability ◽  
Test Use ◽  
Manifest Anxiety

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.

Verbal Learning and Anxiety Drive

1964 ◽  
Vol 15 (2) ◽  
pp. 379-386 ◽  
Author(s):  
Julius M. Sassenrath ◽  
Howard R. Kight ◽  
Irene Athey
Keyword(s):  
Test Anxiety ◽  
Task Difficulty ◽  
Paired Associate ◽  
Verbal Learning ◽  
Response Competition ◽  
Anxiety Scale ◽  
Manifest Anxiety ◽  
Main Effects ◽  
Anxiety Questionnaire

Four paired-associate lists of English words were constructed: non-difficult, non-competitive; non-difficult, competitive; difficult, non-competitive; and difficult, competitive. In Exp. I 90 Ss formed a 2 by 2 design. The results indicated that the main effects of competition and difficulty were significant. Exp. II tested hypotheses relating (1) scores on the Manifest Anxiety Scale to response competition, and (2) scores on the Test Anxiety Questionnaire to task difficulty. A 3 (MAS) by 3 (TAQ) design with 90 Ss and a covariate of denotative meaning showed no significant differences on any of the four lists. These results raise questions about anxiety drive and denotative meaning in verbal learning.

Psychometric Properties of the Test Anxiety Scale for Children in a Mexican-American Sample

2012 ◽  
Author(s):  
Sylvia Z. Ramirez ◽  
Sachin Jain ◽  
Leila L. Flores-Torres ◽  
Roxanna Perez ◽  
Peter L. Kranz
Keyword(s):  
Psychometric Properties ◽  
Test Anxiety ◽  
Mexican American ◽  
Anxiety Scale ◽  
American Sample
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