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Construction of the Examination Stress Scale for Adolescent Students
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Sung, Yao-Ting; Chao, Tzu-Yang – Measurement and Evaluation in Counseling and Development, 2015
The tools used for measuring examination stress have three main limitations: sample selected, sample sizes, and measurement contents. In this study, we constructed the Examination Stress Scale (ExamSS), and 4,717 high school students participated in this research. The results indicate that ExamSS has satisfactory reliability, construct validity,…
Descriptors: Test Anxiety, Adolescents, Measures (Individuals), Test Construction
Anxiety Measurement: Construct Validity and Test Performance.
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Williams, Janice E. – Measurement and Evaluation in Counseling and Development, 1994
Assessed multitrait-multimethod validity of 2 anxiety traits (worry and emotionality) as measured by test and mathematics anxiety instruments among 175 junior and senior high school students. Findings revealed that the four subscales apparently measured a single construct. Also, all four subscales were pervasively influenced by quantitative…
Descriptors: Anxiety, Construct Validity, Mathematics Anxiety, Performance
On the Relationship between Test Anxiety and Test Performance.
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Birenbaum, Menucha; Nasser, Fadia – Measurement and Evaluation in Counseling and Development, 1994
Investigated relationships between test anxiety and test performance among 431 10th graders from 15 classes of 2 Arab high schools in Israel. Findings revealed two types of test-anxious students: those who lack test-taking skills and those who lack study skills. Findings suggest that deficit and interference models of test anxiety complement each…
Descriptors: Foreign Countries, Grade 10, High School Students, High Schools
Test Anxiety and Standardized Achievement Test Performance in the Middle School Years.
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Crocker, Linda; And Others – Measurement and Evaluation in Counseling and Development, 1988
Examined test anxiety in 222 seventh and 188 eighth graders before taking the Metropolitan Achievement Test. Results showed race and test anxiety were significantly related to test performance in all five academic subjects, but there were no significant interactions between race and test anxiety, or sex and test anxiety. (Author/ABL)
Descriptors: Achievement Tests, Grade 7, Grade 8, Junior High Schools
Psychosocial Characteristics of Handicapped Children Who Perform Suboptimally during Assessment.
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Fuchs, Douglas; And Others – Measurement and Evaluation in Counseling and Development, 1986
A language test and five psychosocial measures were used to evaluate the effect of examiners on 32 disabled preschool and school-age children who were moderately to profoundly speech impaired, or both. Results indicated that the children performed significantly better when tested by familiar examiners than by unfamiliar examiners. (Author/ABB)
Descriptors: Children, Disabilities, Early Childhood Education, Elementary Education