scholarly journals TEST ANXIETY AS A PREDICTOR OF ACADEMIC DISHONESTY AMONG UNDERGRADUATES IN TERTIARY INSTITUTIONS IN KOGI STATE

2021 ◽  
Vol 9 (10) ◽  
pp. 1080-1087
Author(s):  
Abuh Leonard ◽  
◽  
David Okpanachi ◽  
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Academic Dishonesty ◽  
Self Report ◽  
Cognitive Test ◽  
Simple Linear Regression ◽  
Education Students ◽  
Subjective Test ◽  
Tertiary Institutions ◽  
Cognitive Test Anxiety

Academic dishonesty is a critical educational concern across all educational levels in the world. The trend is pervasive among higher education students and undermines human and national developments. This study examined academic dishonesty among students in tertiary institutions in Kogi State, Nigeria, based on their subjective test anxiety. One hundred and thirty-seven undergraduates participated in the study. The students were approached between July and September 2021, and they completed self-report measures of the Cognitive Test Anxiety Scale and the Academic Dishonesty Scale. The data were analyzed using a simple linear regression model. The finding revealed that test anxiety accounted for 56.2% of the variation in academic dishonesty. Our result supports literature indicating a link between test anxiety and academic dishonesty among higher education students. We recommend that a simulation exercise is vital in preparing students for assessments.

scholarly journals Assessment of test anxiety in Portuguese adolescents: Psychometric properties of the Cognitive Test Anxiety Revised

2017 ◽  
Vol 41 (S1) ◽  
pp. S434-S434
Author(s):  
J. Silva ◽  
M. Cunha ◽  
A. Galhardo ◽  
M. Couto ◽  
I. Massano-Cardoso
Keyword(s):  
Psychometric Properties ◽  
Test Anxiety ◽  
Internal Consistency ◽  
Childhood Anxiety ◽  
Self Report ◽  
Cognitive Test ◽  
Good Test ◽  
Cognitive Test Anxiety ◽  
Good Internal Consistency ◽  
Portuguese Adolescents

IntroductionTest anxiety represents a considerable personal burden due to its interfering nature and is associated with a range of deleterious life trajectories, encompassing school difficulties and health consequences. Although test anxiety seems to be highly prevalent and the pathological symptoms are similar to those of other childhood anxiety disorders, there are specificities that deserve a more in-depth approach. Given that adolescents seem to experience test anxiety in several school grades there is a need for a valid and reliable scale to measure test anxiety in school age students.ObjectiveThis study aims to adapt and analyse the psychometric properties of the Cognitive Test Anxiety Revised (CTAR25) for Portuguese adolescents. In addition, the convergent and divergent validities were examined with related constructs.MethodsParticipants were 279 adolescents, with ages between 12 and 19 years old, attending middle and high schools. Together with CTAR25, participants also filled out self-report questionnaires assessing tests anxiety (TAI), self-esteem (RSES), procrastination (QPE) and worry (PSWQ-C).ResultsThe scale showed good internal consistency, good test-retest reliability, and good validity. Factor analysis revealed the existence of two factors with good internal consistency.DiscussionResults showed that the Portuguese version of CTAR-25 is a valid and reliable self-report instrument for the assessment of test anxiety in adolescents, replicating the findings of the original version.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Identifying the Intersection of Self-Regulation and Cognitive Test Anxiety

2013 ◽  
Author(s):  
Megan W. Blankenship ◽  
Jerrell C. Cassady ◽  
Eric E. Pierson ◽  
Michael Starling
Keyword(s):  
Test Anxiety ◽  
Self Regulation ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

Influence of Cognitive Test Anxiety and Emotional Intelligence on Test Perception and Coping

2013 ◽  
Author(s):  
Kaitlin B. Cowan ◽  
Julianne M. Edwards ◽  
Jerrell C. Cassady ◽  
Jocelyn Bolin
Keyword(s):  
Emotional Intelligence ◽  
Test Anxiety ◽  
Cognitive Test ◽  
Cognitive Test Anxiety ◽  
And Coping

Overcoming the methods effect in assessing cognitive test anxiety

2011 ◽  
Author(s):  
Setlhomo Keaikitse ◽  
Holmes Finch ◽  
Jerrell C. Cassady
Keyword(s):  
Test Anxiety ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

scholarly journals Level of Language Anxiety in Classroom among Students in a Higher Education Institute in Malaysia

2021 ◽  
Vol 2 (1) ◽  
pp. 45-55
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Fatimatul Amirah Najla binti Mohd Zawawi ◽  
Ali Hadi Al-Aidaros
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Quantitative Method ◽  
English Language ◽  
Communication Apprehension ◽  
Moderate Level ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Education Students ◽  
High Level

The study aims to identify Higher Education students' level of language anxiety in the classroom. Moreover, the study also investigated the Higher Education Institute students' level of anxiety in each of the components in English language. 236 students from a Higher Education Institute participated in this study. The quantitative method has been used in this study and a set of questionnaire was adapted from FLCAS that was developed by Horwitz et al. (1986). For the finding, the study found that Higher Education Institute students have moderate level of language anxiety. Therefore, the study also revealed that the Higher Education Institute students have a moderate level of language anxiety in the test anxiety component and fear of negative evaluation component. On the other hand, Higher Education Institute students' have a high level of language anxiety in the communication apprehension component. The current study could help future educators to acknowledge more on language anxiety and help educators to find a good solution for these students.

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 Re-examining the relation of Core self-evaluations and Academic performance: Investigating the mediating role of Cognitive test-anxiety

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Sreeparna Kar ◽  
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Mediating Effect ◽  
Cognitive Test ◽  
Self Evaluation ◽  
Mediating Role ◽  
Analysis Process ◽  
Cognitive Test Anxiety ◽  
Core Self

The present study attempted to investigate the mediating effect of Cognitive Test-anxiety (CTA) between the relation of Core Self-evaluation (CSE) and academic performance. Sample consisted of 599 class 12 students from different schools in Kolkata belonging to both English and Bengali medium schools and from both science and humanities streams. Subjects were selected according to the inclusion criteria to maintain homogeneity of sample. To carry out mediation analysis PROCESS macro for SPSS by Preacher & Hayes, 2004 was used. Data was analyzed using SPSS 22 version. Results showed CSE positively predicted academic performance which was significantly mediated by CTA. It can be said that CSE being a dispositional variable its relation with academic performance can be strengthened or weakened by underlying cognitive factors, one important among them being CTA which predisposes an individual to experience anxiety in evaluative situations thereby lowering performance.

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