Test anxiety inventory-State: Preliminary analysis of validity and reliability in psychology college students
DOI:
https://doi.org/10.24265/liberabit.2016.v22n2.09Keywords:
Anxiety in exams; reliability; validity; universityAbstract
The objective of the present study was to examine the internal structure of the Test anxiety inventory-State (TAI-State) in Spanish version. A sample of 125 college students from Lima (84.8% female) between 18 and 31 years old (M = 22.51) was evaluated. The internal structure of the STAI was analyzed by a confirmatory factor analysis, evaluating three models: oblique, bifactor and unidimensional. The results indicate that a single dimension constitutes the STAI and there are coefficients of reliability with high magnitudes. In conclusion, the version studied shows favorable psychometric properties that support its use in Lima.
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References
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Beaducel, A. & Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling: A Multidisciplinary Journal, 13(2), 186-203.
Bentler, P. M. & Wu, E. J. C. (2012). EQS 6.2 for windows [Programa estadístico]. California: Multivariate Software, Inc.
Brown, T. (2006). Confirmatory factor analysis for applied research. Nueva York: The Guilford Press.
Canivez, G. L. (2016). Bifactor modeling in construct validation of multifactored tests: Implications for multidimensionality and test interpretation. In K. Schweizer & C. DiStefano (Eds.), Principles and methods of test construction: Standards and recent advancements (pp. 247-271). Gotinga, Alemania: Hogrefe.
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504.
Corengia, A., Pita, M., Mesurado, B., & Centeno, A. (2013). La predicción del rendimiento académico y deserción en estudiantes universitarios. Liberabit, 19(1), 101 112.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.
Dominguez, S. (2014a). Escala de Cansancio Emocional: estructura factorial y validez de los ítems en estudiantes de una universidad privada. Avances en Psicología, 21(1), 89-97.
Dominguez, S. (2014b). ¿Matrices policóricas/tetracóricas o Matrices Pearson? Un estudio metodológico. Revista Argentina de Ciencias del Comportamiento, 6(1), 39-48.
Dominguez, S., Villegas, G., Cabezas, M., Aravena, S., & Cruz, M. de la (2013). Autoeficacia académica y ansiedad ante los exámenes en estudiantes de psicología de una universidad privada. Revista de Psicología de la Universidad Católica San Pablo, 3(3), 13-23.
Dominguez, S., Villegas, G., & Centeno, S. (2014). Procrastinación académica: validación de una escala en una muestra de estudiantes de una universidad privada. Liberabit, 20(2), 293-304.
Dominguez-Lara, S. (2016). Evaluación de modelos estructurales, más allá de los índices de ajuste. Enfermería Intensiva, 27(2),84-86.
Dominguez-Lara, S. (en prensa). Evaluación de la confiabilidad del constructo mediante el Coeficiente H: breve revisión conceptual y aplicaciones. Psychologia: Avances en la disciplina.
Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399-412.
Enright, M., Baldo, T. D., & Wykes, S. D. (2000). The efficacy of eye movement desensitization and reprocessing therapy technique in the treatment of test anxiety of college students. Journal of College Counseling, 3(1), 36-48.
Escalante, E., Repetto, A. M., & Martinello, G. (2012).Exploración y análisis de la actitud hacia la estadística en alumnos de psicología. Liberabit, 18(1), 15-26.
Everson, H. T., Tobias, S., Hartman, H., & Gourgey, A. (1993).Test anxiety and the curriculum: the subject matters. Anxiety, Stress and Coping: An International Journal, 6, 1-8.
Farooqui, Y. N., Ghani, R., & Spielberger, C. D. (2012). Gender differences in test anxiety and academic performance of medical students. International Journal of Psychology and Behavioral Sciences, 2(2), 38-43.
Fernández-Castillo, A. & Caurcel, M. J. (2015). State test- anxiety, selective attention and concentration in university students. International Journal of Psychology, 50(4), 265-271.
Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1),39-50.
Freiberg, A. & Fernández, M. M. (2015). Estilos de aprendizaje en estudiantes universitarios ingresantes y avanzados de Buenos Aires. Liberabit, 21(1), 71-79.
Furlán, L., Sánchez, J., Heredia, D., Piemontesi, S., & Illbele, A. (2009). Estrategias de aprendizaje y ansiedad ante los exámenes en estudiantes universitarios. Pensamiento Psicológico, 5(12), 117-123.
Gass, C. S. & Curiel, R. E. (2011). Test anxiety in relation to measures cognitive and intellectual functioning. Archives of Clinical Neuropsychology, 26(5), 396-404.
Hancock, G. R. & Mueller, R. O. (2001). Rethinking construct reliability within latent variable systems. En R. Cudeck, S. H. C. du Toit & D. Sörbom (Eds.), Structural equation modeling: Past and present. A Festschrift in honor of Karl G. Jöreskog (pp. 195-261). Illinois: Scientific Software International.
Heredia, D., Piemontesi, S., Furlán, L., & Hodapp, V. (2008).Adaptación del Inventario Alemán de Ansiedad frente a los Exámenes: GTAI-A. Evaluar, 8, 46-60.
Hong, E. (1998). Differential stability of individual differences in state and trait anxiety. Learning and Invidiual Differences, 10(1), 51-69.
Hong, E. & Karstersson, L. (2002). Antecedents of state test anxiety. Contemporary Educational Psychology, 27(2), 348-367.
Lee, S. Y., Poon, W. Y., & Bentler, P. M. (1995). A two-stage estimation of structural equation models with continuous and polytomous variables. British Journal of Mathematical and Statistical Psychology, 48(2), 339-358.
Liebert, R. M. & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978.
Malgady, R. (2007). How skewed are psychological data? A standardized index of effect size. The Journal of General Psychology, 134(3), 355-359.
Mandler, G. & Sarason, S. B. (1952). A study of anxiety and learning. The Journal of Abnormal and Social Psychology, 47(2), 166-173.
McDonald, R. P. (1999). Test theory: A unified treatment. Nueva Jersey: L. Erlbaum Associates.
Merino, C., Navarro, J., & García, W. (2014). Revisión de la consistencia interna del Inventario de Inteligencia Emocional de Bar-On, EQ-I: YV. Revista Peruana de Psicología y Trabajo Social, 3(1), 141-154.
Oktedalen, T. & Hagtvet, K. A. (2011). A revised version of the Norwegian adaptation of the Test Anxiety Inventory in a heterogeneous population. Scandinavian Journal of Educational Research, 55(5), 475-487.
Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2014). When does anxiety help or hinder cognitive test performance? The role of working memory capacity. British Journal of Psychology, 105(1), 92-101.
Papantoniou, G., Moraitou, D., & Filippidou, D. (2011). Psychometric properties of the Greek version of the Test Anxiety Inventory. Psychology, 2(3), 240-246.
Raykov, T. & Hancock, G. R. (2005). Examining change in maximal reliability for multiple-component measuring instruments. British Journal of Mathematical and Statistical Psychology, 58(1), 65-82.
Reise, S. P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47(5), 667-696.
Reise, S. P. Scheines, R., Widaman, K. F., & Haviland, M. G. (2013). Multidimensionality and structural coefficient bias in structural equation modeling: A bifactor perspective. Educational and Psychological Measurement, 73(1), 5-26.
Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016). Evaluating bifactor models: calculating and interpreting statistical indices. Psychological Methods, 21(2), 137-150.
Sapp, M., Farrel, W., & Durand, H. (1995). The effects of mathematics, Reading, and writting tests in producing worry and emotionality test anxiety with economically and educational disadvantages college students. College Student Journal, 29, 122-125.
Sarason, I. G. & Stoops, R. (1978). Test anxiety and the passage of time. Journal of Consulting and Clinical Psychology, 46(1), 102-109.
Satorra, A. & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C. C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399-419). Thousand Oaks, CA: Sage.
Seipp, B. (1991). Anxiety and academic performance: A meta- analysis of finding. Anxiety Research, 4(1), 27-41.
Spielberger, C. D. (1980a). Tensión y Ansiedad. México: Harla.
Spielberger, C. D. (1980b). Test anxiety inventory: Preliminary professional manual. California: Consulting Psychologists Press.
Spielberger, C. D. & Vagg, P. (1995). Test Anxiety. A transactional process model. In C.
Spielberger & P. Vagg (Eds.). Test Anxiety: Theory, assessment and treatment (pp. 3 14). Washington D. C.: Taylor & Francis.
Stucky, B. D., Thissen, D., & Edelen, M. O. (2013). Using logistic approximations of marginal trace lines to develop short assessments. Applied Psychological Measurement, 37(1), 41 57.
Sub, A. & Phabha, C. (2003). Academic performance in relation with perfectionism, test procrastination and test anxiety of high school children. Psychological Studies, 48(3), 77 81.
Terwee, C. B., Bot, S. D., Boer, M. R. de, Windt, D. A. van der, Knol, D. L., Dekker, J. ⦠Vet, H. C. de (2007). Quality Criteria Were Proposed for Measurement Properties of Health Status Questionnaires. Journal of Clinical Epidemiology, 60(1), 34-42
Villegas, G., Dominguez, S., Sotelo, N., & Sotelo, L. (2015). Propiedades psicométricas del Inventario de Autoevaluación de la Ansiedad ante Exámenes (IDASE) en universitarios de Lima. Revista Mexicana de Psicología Educativa, 3(1), 15-21.
Ware, W. B., Galassi, J. P., & Dew, K. M. H. (1990). The test anxiety inventory: A confirmatory factor analysis. Anxiety Research, 3(3), 205-212.
Zinbarg, R. E., Yovel, I., Revelle, W., & McDonald, R. P. (2006). Estimating generalizability to a latent variable common to all of a scale's indicators: A comparison of estimators for ωh. Applied Psychological Measurement, 30(2), 121-144.
Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059.
Bauermeister, J., Collazos, J., & Spielberger, C. (1983). The construction and validation of the Spanish form of the Test Anxiety Inventory: Inventario de Autoevaluación sobre Exámenes (IDASE). En Spielberger, C. D. & Diaz-Guerrero, R. (Eds.). Cross-cultural anxiety (Vol. 2, pp. 67-85). Washington: McGraw-Hill.
Beaducel, A. & Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling: A Multidisciplinary Journal, 13(2), 186-203.
Bentler, P. M. & Wu, E. J. C. (2012). EQS 6.2 for windows [Programa estadístico]. California: Multivariate Software, Inc.
Brown, T. (2006). Confirmatory factor analysis for applied research. Nueva York: The Guilford Press.
Canivez, G. L. (2016). Bifactor modeling in construct validation of multifactored tests: Implications for multidimensionality and test interpretation. In K. Schweizer & C. DiStefano (Eds.), Principles and methods of test construction: Standards and recent advancements (pp. 247-271). Gotinga, Alemania: Hogrefe.
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504.
Corengia, A., Pita, M., Mesurado, B., & Centeno, A. (2013). La predicción del rendimiento académico y deserción en estudiantes universitarios. Liberabit, 19(1), 101 112.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.
Dominguez, S. (2014a). Escala de Cansancio Emocional: estructura factorial y validez de los ítems en estudiantes de una universidad privada. Avances en Psicología, 21(1), 89-97.
Dominguez, S. (2014b). ¿Matrices policóricas/tetracóricas o Matrices Pearson? Un estudio metodológico. Revista Argentina de Ciencias del Comportamiento, 6(1), 39-48.
Dominguez, S., Villegas, G., Cabezas, M., Aravena, S., & Cruz, M. de la (2013). Autoeficacia académica y ansiedad ante los exámenes en estudiantes de psicología de una universidad privada. Revista de Psicología de la Universidad Católica San Pablo, 3(3), 13-23.
Dominguez, S., Villegas, G., & Centeno, S. (2014). Procrastinación académica: validación de una escala en una muestra de estudiantes de una universidad privada. Liberabit, 20(2), 293-304.
Dominguez-Lara, S. (2016). Evaluación de modelos estructurales, más allá de los índices de ajuste. Enfermería Intensiva, 27(2),84-86.
Dominguez-Lara, S. (en prensa). Evaluación de la confiabilidad del constructo mediante el Coeficiente H: breve revisión conceptual y aplicaciones. Psychologia: Avances en la disciplina.
Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399-412.
Enright, M., Baldo, T. D., & Wykes, S. D. (2000). The efficacy of eye movement desensitization and reprocessing therapy technique in the treatment of test anxiety of college students. Journal of College Counseling, 3(1), 36-48.
Escalante, E., Repetto, A. M., & Martinello, G. (2012).Exploración y análisis de la actitud hacia la estadística en alumnos de psicología. Liberabit, 18(1), 15-26.
Everson, H. T., Tobias, S., Hartman, H., & Gourgey, A. (1993).Test anxiety and the curriculum: the subject matters. Anxiety, Stress and Coping: An International Journal, 6, 1-8.
Farooqui, Y. N., Ghani, R., & Spielberger, C. D. (2012). Gender differences in test anxiety and academic performance of medical students. International Journal of Psychology and Behavioral Sciences, 2(2), 38-43.
Fernández-Castillo, A. & Caurcel, M. J. (2015). State test- anxiety, selective attention and concentration in university students. International Journal of Psychology, 50(4), 265-271.
Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1),39-50.
Freiberg, A. & Fernández, M. M. (2015). Estilos de aprendizaje en estudiantes universitarios ingresantes y avanzados de Buenos Aires. Liberabit, 21(1), 71-79.
Furlán, L., Sánchez, J., Heredia, D., Piemontesi, S., & Illbele, A. (2009). Estrategias de aprendizaje y ansiedad ante los exámenes en estudiantes universitarios. Pensamiento Psicológico, 5(12), 117-123.
Gass, C. S. & Curiel, R. E. (2011). Test anxiety in relation to measures cognitive and intellectual functioning. Archives of Clinical Neuropsychology, 26(5), 396-404.
Hancock, G. R. & Mueller, R. O. (2001). Rethinking construct reliability within latent variable systems. En R. Cudeck, S. H. C. du Toit & D. Sörbom (Eds.), Structural equation modeling: Past and present. A Festschrift in honor of Karl G. Jöreskog (pp. 195-261). Illinois: Scientific Software International.
Heredia, D., Piemontesi, S., Furlán, L., & Hodapp, V. (2008).Adaptación del Inventario Alemán de Ansiedad frente a los Exámenes: GTAI-A. Evaluar, 8, 46-60.
Hong, E. (1998). Differential stability of individual differences in state and trait anxiety. Learning and Invidiual Differences, 10(1), 51-69.
Hong, E. & Karstersson, L. (2002). Antecedents of state test anxiety. Contemporary Educational Psychology, 27(2), 348-367.
Lee, S. Y., Poon, W. Y., & Bentler, P. M. (1995). A two-stage estimation of structural equation models with continuous and polytomous variables. British Journal of Mathematical and Statistical Psychology, 48(2), 339-358.
Liebert, R. M. & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978.
Malgady, R. (2007). How skewed are psychological data? A standardized index of effect size. The Journal of General Psychology, 134(3), 355-359.
Mandler, G. & Sarason, S. B. (1952). A study of anxiety and learning. The Journal of Abnormal and Social Psychology, 47(2), 166-173.
McDonald, R. P. (1999). Test theory: A unified treatment. Nueva Jersey: L. Erlbaum Associates.
Merino, C., Navarro, J., & García, W. (2014). Revisión de la consistencia interna del Inventario de Inteligencia Emocional de Bar-On, EQ-I: YV. Revista Peruana de Psicología y Trabajo Social, 3(1), 141-154.
Oktedalen, T. & Hagtvet, K. A. (2011). A revised version of the Norwegian adaptation of the Test Anxiety Inventory in a heterogeneous population. Scandinavian Journal of Educational Research, 55(5), 475-487.
Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2014). When does anxiety help or hinder cognitive test performance? The role of working memory capacity. British Journal of Psychology, 105(1), 92-101.
Papantoniou, G., Moraitou, D., & Filippidou, D. (2011). Psychometric properties of the Greek version of the Test Anxiety Inventory. Psychology, 2(3), 240-246.
Raykov, T. & Hancock, G. R. (2005). Examining change in maximal reliability for multiple-component measuring instruments. British Journal of Mathematical and Statistical Psychology, 58(1), 65-82.
Reise, S. P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47(5), 667-696.
Reise, S. P. Scheines, R., Widaman, K. F., & Haviland, M. G. (2013). Multidimensionality and structural coefficient bias in structural equation modeling: A bifactor perspective. Educational and Psychological Measurement, 73(1), 5-26.
Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016). Evaluating bifactor models: calculating and interpreting statistical indices. Psychological Methods, 21(2), 137-150.
Sapp, M., Farrel, W., & Durand, H. (1995). The effects of mathematics, Reading, and writting tests in producing worry and emotionality test anxiety with economically and educational disadvantages college students. College Student Journal, 29, 122-125.
Sarason, I. G. & Stoops, R. (1978). Test anxiety and the passage of time. Journal of Consulting and Clinical Psychology, 46(1), 102-109.
Satorra, A. & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C. C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399-419). Thousand Oaks, CA: Sage.
Seipp, B. (1991). Anxiety and academic performance: A meta- analysis of finding. Anxiety Research, 4(1), 27-41.
Spielberger, C. D. (1980a). Tensión y Ansiedad. México: Harla.
Spielberger, C. D. (1980b). Test anxiety inventory: Preliminary professional manual. California: Consulting Psychologists Press.
Spielberger, C. D. & Vagg, P. (1995). Test Anxiety. A transactional process model. In C.
Spielberger & P. Vagg (Eds.). Test Anxiety: Theory, assessment and treatment (pp. 3 14). Washington D. C.: Taylor & Francis.
Stucky, B. D., Thissen, D., & Edelen, M. O. (2013). Using logistic approximations of marginal trace lines to develop short assessments. Applied Psychological Measurement, 37(1), 41 57.
Sub, A. & Phabha, C. (2003). Academic performance in relation with perfectionism, test procrastination and test anxiety of high school children. Psychological Studies, 48(3), 77 81.
Terwee, C. B., Bot, S. D., Boer, M. R. de, Windt, D. A. van der, Knol, D. L., Dekker, J. ⦠Vet, H. C. de (2007). Quality Criteria Were Proposed for Measurement Properties of Health Status Questionnaires. Journal of Clinical Epidemiology, 60(1), 34-42
Villegas, G., Dominguez, S., Sotelo, N., & Sotelo, L. (2015). Propiedades psicométricas del Inventario de Autoevaluación de la Ansiedad ante Exámenes (IDASE) en universitarios de Lima. Revista Mexicana de Psicología Educativa, 3(1), 15-21.
Ware, W. B., Galassi, J. P., & Dew, K. M. H. (1990). The test anxiety inventory: A confirmatory factor analysis. Anxiety Research, 3(3), 205-212.
Zinbarg, R. E., Yovel, I., Revelle, W., & McDonald, R. P. (2006). Estimating generalizability to a latent variable common to all of a scale's indicators: A comparison of estimators for ωh. Applied Psychological Measurement, 30(2), 121-144.
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2016-12-30
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How to Cite
Test anxiety inventory-State: Preliminary analysis of validity and reliability in psychology college students. (2016). LIBERABIT. Revista Peruana De Psicología, 22(2), 219-228. https://doi.org/10.24265/liberabit.2016.v22n2.09
