نوع مقاله : مقاله پژوهشی

نویسنده

- عضو هیئت علمی دانشگاه آزاد اسلامی، واحد گرمسار Manavipor53@yahoo.com

چکیده

هدف این پژوهش تعیین ویژگی‏های روان‏سنجی مقیاس اضطراب امتحان بود. جامعه آماری شامل کلیه دانشجویان دانشگاه ‎الزهرا در سال تحصیلی 90-89 بود. با استفاده از روش نمونه‏گیری داوطلبانه تعداد 200 نفر از دانشجویان به آزمون اضطراب امتحان پاسخ دادند. ابزار پژوهش آزمون اضطراب امتحان فریدمن و جاکوب بود. ضریب پایایی آزمون با آلفای کروناخ 91/0 به دست آمد. تحلیل عاملی اکتشافی و تأییدی نشان داد که این آزمون 4 عامل اضطراب امتحان با نام‏های ارجاع به دیگران، عزت نفس، نگرانی و سرزنش را با 13 سؤال اندازه‏گیری می‏نماید. این آزمون برای استفاده در جامعه دانشجویان از شاخص‏های روان‏سنجی مناسبی برخوردار است.

 

کلیدواژه‌ها

عنوان مقاله [English]

Determining the psychometric properties of the test anxiety inventory in university students

نویسنده [English]

  • dawood Manavipour

چکیده [English]

Background: One of the important issues related to test anxiety is its impact on students' performance. Further, having a standardized instrument to measure test anxiety is also a significant factor.
Objective: The aim of the present study was to determine the psychometric properties of a Test Anxiety Inventory in university students. The purported four dimensional structures of test anxiety (Other-Referenced, Self-esteem, Worry and Blame) were tested.
Method: The test anxiety inventory was given to the sample group (n=200). Dimensionality assumptions were tested using confirmatory factor analysis. The trait conception was tested separately for subscales by confirmatory factor models and a principal component factor analysis. Results: The results were supportive of the purported four-dimensional structures a (i.e., acceptable model fit) as well as of the trait conception of test anxiety.
Conclusion: The test anxiety inventory has a good reliability and validity, and it can trustily be used for Iranian university students.
 

کلیدواژه‌ها [English]

  • Keywords: Test anxiety
  • Confirmatory Factor Analysis
  • Psychometric properties
ابوالقاسمی، عباس، زهره اسدی مقدم، بهمن نجاریان و حسین شکرکن. (1375). ساخت و اعتباریابی پرسشنامه اضطراب امتحان. مجله علوم تربیتی و روان‏شناسی دانشگاه شهید چمران اهواز. 3(7)38-29.
هومن، حیدرعلی. (1384). مدل یابی معادلات ساختاری با کاربرد نرم افزار لیزرل، تهران: انتشارات سمت.
 
منابع لاتین
Beauchemine J.( 2008) Mindfulness meditation may lessen anxiety promote social skills and improve academic performance among adolescents with learning disabilities. J psychol. 11: 34-45.
Birenbaum, M. (1990). Test anxiety components: comparison of different measures. Anxiety Research, 3, 149-159.
Brown, M.W.,& Cudeck, R, (1993). Alternative ways of assessing model fit. In K.A. Bollen & J.S. long (Eds.), testing structural equation model, Newbury park, CA: sage.136-164.
Hagtvet, K. A., Man, F., & Sharma, S. (2001). Generalizability of Self-Related Cognitions in Test Anxiety. Personality and Individual Differences, 31, 1147-1171.
Hagtvet, K.A. min, YE, Frantisek, MAN, Suchitra, PAL, Sagar, sharma. (2010). inquiry into a domain of worry cognitionsnin test anxiety research. cognition brain & behavior, Volume XIV, NO>4 (December),pp.365-399.
Henson,R.K & Roberts,J.K, (2006). Use of exploratory factor analysis in published research: common errors and some comment on improved practice, Educational and psychological measurement, 66, 393-416. 
Hodapp, V. (1991). Das Prüfungsängstlichkeitsinventar TAI-G: Eine erweiterte und modifizierte Version mit vier Komponenten [The Anxiety Inventory TAI-G: An expanded and modified version with four components]. Zeitschrift für Pädagogische Psychologie, 5, 121-130.
Kahn,J.H (2006). Factor analysis in counseling psychology research, training, and practice: principle, advances, and application, the counseling psychologist, 34, 684-718.
keith nina, volker hodapp, karin schermelleh-engel and helfried moosbrugger.(2003). cross-sectional and longitudinal confirmatory factor models for the german test anxiety inventory: a construct validation, journal Anxiety, Stress & Coping. Vol. 16, No. 3, pp. 251_/270
Kline,R.B, (2005). Principle and practice of structural equation modeling, New York: Guilford press.
Liebert, R.M. and Morris, L.W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports , 20, 975_/978.
Losiak, W. (1992). Polish adaptation of Spielberger's Test Anxiety Inventory. Paper presented at the 13th International Conference of the Stress and Anxiety Research Society. Leuven, Belgium, July 17-19.
Mandler, G., & Sarason, S. B. (1952). A study of anxiety and learning. Journal of Abnormal and Social Psychology, 47, 166-173.
Milner LC, Crabbe JC (2008) Three murine anxiety models: results from multiple inbred strain comparisons. Genes Brain Behav 7:496–505
Salame, R. F. (1984). Test anxiety: Its determinants, manifestations and consequences. In H. M. van der Ploeg, R. Schwarzer, & C. H. Spielberger (Eds.), Advances in test anxiety research (Vol. 3, pp. 83 - 119). Lisse, The Netherlands: Swets & Zeitlinger.
Sarason, I. G. (1972). Experimental approaches to test anxiety attention and the uses of information. In C. D. Spielberger (Ed.), Anxiety. Current trends in theory and research. (Vol. 2., pp. 381-403). New York: Academic Press.
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: reactions to tests. Journal of Personality and Social Psychology, 46, 929-938.
Schwarzer, R. (1984). Worry and emotionality components as separate components in test anxiety. International Review of Applied Psychology, 33, 267-275.
Schwarzer, R., & Jerusalem, M. (1992). Advances in anxiety theory: A cognitive process approach. In K. A. Hagtvet & T. B. Johnsen (1992). Advances in Test Anxiety Research. Vol. 7. (pp. 2-17). Publisher: Swets & Zeitlinger, Amsterdam/Lisse, The Netherlands.
Schwarzer, R., & Quast, H.-H. (1985). Multidimensionality of the anxiety experience: Evidence for additional components. In H. M. van der Ploeg, R. Schwarzer, & C. H. Spielberger (Eds.), Advances in test anxiety research (Vol. 4, pp. 3 - 14). Lisse, The Netherlands: Swets & Zeitlinger.
Seipp, B. (1991). Anxiety and academic performance: a meta-analysis of findings. Anxiety Research , 4, 27_/41.
Stephan, E., Fischer, S., & F. Stein (1983). Self-related cognitions in test anxiety research: An empirical study and critical conclusions. In H. M. van der Ploeg, R. Schwarzer, & C. H. Spielberger (Eds.) Advances in test anxiety research (Vol. 2, pp. 45 - 66). Lisse, The Netherlands: Swets & Zeitlinger.
Tabachnick, B.G & Fidell, L.S, (2007). Using Multivariate Statistics (5th Ed.), New York, Allyn and Bacon.
varela r. enrique, & bridget k. biggs.(2006). Reliability and validity of the Revised Children’s Manifest Anxiety Scale (RCMAS) across samples of Mexican, Mexican American, and European American children: a preliminary investigation. journal Anxiety, Stress, and Coping. 19(1): 67_/80
Watkins, M.W,(2000). Mac parallel analysis (computer software). State College, PA: Author.
Zeidner, M., & Nevo, B. (1992). Test anxiety in examinees in a college admission testing situation: Incidence, dimensionality, and cognitive correlates. In K. A.