Worry and Emotionality Components of Test Anxiety in Different Sex and Age Groups of Elementary School Children

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1327-1334 ◽  
Author(s):  
Knut A. Hagtvet
Keyword(s):  
Sex Differences ◽  
Test Anxiety ◽  
Factor Structure ◽  
School System ◽  
Elementary School Children ◽  
Age Groups ◽  
Public School System ◽  
Factor Analyses ◽  
Grade Levels ◽  
Anxiety Response

Alpha factor analyses and standard independent cluster rotations were applied to scores on 12 modes of anxiety response obtained on four samples selected from 264 boys and girls in Grades 6, 7, and 8 in the Norwegian elementary public school system. The worry-emotionality distinction of test anxiety was clearly supported in all samples with the exception of Grade 6. No sex differences in the factor structure across grade levels were obtained. The findings also supported the notion that the worry-emotionality distinction represents a pattern of anxiety responses that is characteristic of an individual.

Factor Analysis of the Norwegian Version of the Test Anxiety Scale for Children

1977 ◽  
Vol 40 (2) ◽  
pp. 603-612 ◽  
Author(s):  
Knut A. Hagtvet
Keyword(s):  
Factor Analysis ◽  
Cultural Differences ◽  
Test Anxiety ◽  
Factor Structure ◽  
School System ◽  
A Priori ◽  
Anxiety Scale ◽  
Public School System ◽  
Factor Analyses ◽  
Norwegian Version

The factor structure of the Test Anxiety Scale for Children was compared for 484 boys and 486 girls in seventh grade of the Norwegian elementary public school system. Alpha factor analyses were performed, coupled with standard independent cluster rotations. The results did not support an a priori factor structure across sexes. Comparisons with American factor studies of the same scale were made, and the obtained sex difference was discussed in terms of cultural differences.

European Differences in Self-Perceived Multiple Intelligences

1999 ◽  
Vol 4 (3) ◽  
pp. 131-138 ◽  
Author(s):  
Adrian Furnham ◽  
Tim Rakow ◽  
Ivan Sarmany-Schuller ◽  
Filip De Fruyt
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
Factor Structure ◽  
Factor Analyses ◽  
Verbal Iq ◽  
Sex Effects ◽  
Iq Scores ◽  
Culture Differences ◽  
Three Factor

In this study, 140 Belgian, 227 British, and 177 Slovakian students estimated their own multiple IQ scores as well as that of their parents (mother and father) and siblings (first and second brother and sister). Various factor analyses yielded a clear three-factor structure replicating previous studies. A sex × culture ANOVA on self-ratings of three factors that underline the seven intelligences (verbal, numerical, cultural) showed culture and sex effects as well as interactions. As predicted, males rated their own overall IQ, though not that of their parents or siblings, higher than females did. Males also rated their numerical IQ, but not their verbal or cultural IQ, higher than females did. There were few culture differences but many interactions, nearly all caused by Slovakian females, who rated aspects of their own and their fathers' IQ higher than Slovakian males, while the pattern for the Belgians was precisely the opposite. Participants believed their verbal IQ was higher than their numerical IQ and their cultural IQ. Males believed their verbal and numerical IQ score to be fairly similar, though much higher than their cultural IQ, while females believed their verbal IQ the highest, followed by numerical and cultural IQ. Females also believed they were more intelligent than both parents. Overall results showed consistency in the sex differences in ratings across cultures but differences in level of estimated IQ possibly as a result of cultural demands for modesty.

scholarly journals Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 33
Author(s):  
Patricia A. Lowe
Keyword(s):  
Higher Education ◽  
College Students ◽  
Test Anxiety ◽  
Factor Structure ◽  
Validity Evidence ◽  
Factor Analyses ◽  
Education Students ◽  
Invariance Testing ◽  
Males And Females ◽  
Anxiety Questionnaire

Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.

The Factors of the Illinois Test of Psycholinguistic Abilities: A Comparison of 18 Factor Analyses

1969 ◽  
Vol 36 (2) ◽  
pp. 107-113 ◽  
Author(s):  
David B. Ryckman ◽  
Ronald Wiegerink
Keyword(s):  
Factor Structure ◽  
Age Groups ◽  
Chronological Age ◽  
Factor Analyses ◽  
Consistency Analysis ◽  
Correlation Matrices ◽  
Reasonable Amount

This study factor analyzed the correlation matrices of a number of studies involving the ITPA. All of the correlation matrices were analyzed on the same program using the same criteria to examine trends between studies. More factors tended to appear as chronological age increased. Although there was little consistency of factor structure between age groups, analysis of three groups at the same age level produced a reasonable amount of consistency. Analysis of the channel, level, and process dimensions of the ITPA revealed that channel differentiation was best achieved for all age levels. For age groups above CA 6–0, it appears that the ITPA was moderately successful in assessing some of the dimensions for which it was intended.

scholarly journals Sex Differences in the Factor Structure of a Modified Sexual Experiences Questionnaire

2010 ◽  
Vol 107 (3) ◽  
pp. 773-783 ◽  
Author(s):  
Madhavi K. Reddy ◽  
Maureen Murdoch
Keyword(s):  
Sex Differences ◽  
Sexual Harassment ◽  
Factor Structure ◽  
Active Duty ◽  
Sexual Experiences ◽  
Factor Analyses ◽  
Exploratory Factor Analyses ◽  
Military Populations ◽  
Derivatives Of ◽  
The U.S

Sexual harassment has long been a problem in educational, employment, and military populations. It is unclear whether existing questionnaires used to measure sexual harassment in the U.S. military—particularly, derivatives of the Sexual Experiences Questionnaire—perform similarly in men and women. Using exploratory factor analyses in a mixed sample of active duty troops and veterans (289 men, 181 women), sex differences were found in one version's factor structure. Implications and suggestions for improving the validity of the questionnaire for men are offered.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Immigrant Youth in Germany

2013 ◽  
Vol 18 (3) ◽  
pp. 158-168 ◽  
Author(s):  
Emily Frankenberg ◽  
Katharina Kupper ◽  
Ruth Wagner ◽  
Stephan Bongard
Keyword(s):  
School System ◽  
Large Scale ◽  
Age Groups ◽  
Well Being ◽  
Ethnic Discrimination ◽  
Emotional And Behavioral Problems ◽  
Sociocultural Adaptation ◽  
Age Related ◽  
German School ◽  
Transcultural Adaptation

This paper reviews research on young migrants in Germany. Particular attention is given to the question of how Germany’s history of migration, immigration policies, and public attitude toward migrants influence the transcultural adaptation of children and adolescents from different ethnic backgrounds. We combine past research with the results of new empirical studies in order to shed light on migrants’ psychological and sociocultural adaptation. Studies comparing young migrants and their German peers in terms of psychological well-being, life satisfaction, and mental health outcome suggest higher rates of emotional and behavioral problems among migrants of most age groups. With regard to adolescent populations between the ages of 14 and 17 years, however, the existence of differences between migrants and natives appears to be less clear. Research has also yielded inconsistent findings regarding the time trajectory of transcultural adaptation among adolescents. The coincidence of acculturation and age-related change is discussed as a possible source of these inconsistencies. Further, we provide an overview of risk and protective factors such as conflicting role expectations and ethnic discrimination, which may cause heightened vulnerability to adverse adaptation outcomes in some groups. Large-scale studies have repeatedly shown migrants of all age groups to be less successful within the German school system, indicating poor sociocultural adaptation. Possible explanations, such as the idiosyncrasies of the German school system, are presented. Our own studies contribute to the understanding of young migrants’ adaptation process by showing that it is their orientation to German culture, rather than the acculturation strategy of integration, that leads to the most positive psychological and sociocultural outcomes. The paper concludes by discussing implications for future cross-cultural research on young migrants and by suggesting recommendations for multicultural policies.

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