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PubMed2002

Intra- and intercultural comparisons of the personality profiles of medical students in Argentina and the United States.

This study was designed to compare the personality profiles of medical students in Argentina and the United States. The ultimate purpose of the research was to study the value of personality measures in predicting academic and professional performances. Participants were 421 medical students in Argentina (254 women, 167 men) and 623 medical students in the United States (207 women, 416 men). Eight personality measures were administered: Perception of Stressful Life Events, Test Anxiety, General Anxiety, Loneliness, Self-Esteem, Locus of Control, Extraversion, and Neuroticism. Intracultural comparisons showed some minor gender differences in personality profiles within each culture (e.g., in the United States, women scored higher than men on the Perception of Stressful Life Events and General Anxiety scales, and in Argentina, women scored higher on the Test Anxiety scale). Intercultural comparisons of personality profiles showed that Argentine medical students obtained higher average scores than did their American counterparts on the Perception of Stressful Life Events, Test Anxiety, General Anxiety, External Locus of Control, Extraversion, and Neuroticism scales. Argentine students scored lower on the Loneliness scale than did their American counterparts. Psychometric findings supported the measurement properties of the personality measures in the two cultures (e.g., construct validity, and internal consistency aspect of reliability). Further study of the implications of the findings in predicting academic attainment in medical school and to physician performance is recommended.

Argentina↗
PubMed1989

The relative influence of identified components of test anxiety in baccalaureate nursing students.

The relative influence on test anxiety of cognitive interference, self-concept, study and test-taking skills, and cumulative grade point average was investigated. Fifty-six female baccalaureate nursing students completed the following measures: Sarason's Test Anxiety Scale, Brown's Effective Study Test, Sarason's Cognitive Interference Questionnaire, and Brookover's Self-Concept of Ability Scale. Subjects also reported their cumulative grade point average (GPA). Data were analyzed through the use of correlation and stepwise multiple regression. Data analyses revealed significant negative relationships between test anxiety and the variables of academic self-concept and GPA (p less than .05). Academic self-concept was the most powerful predictor of test anxiety, while GPA and cognitive interference contributed significantly but minimally to the multiple regression equation. Results support Meichenbaum and Butler's (1980) contention regarding the multidimensional nature of the test anxiety construct.

Adult↗
PubMed1979

Evaluation of two test-anxiety reduction treatments in a secondary prevention program.

The study evaluated the effectiveness of both a new anxiety management training program and a cognitive modification procedure as part of a secondary prevention effort to identify and treat test anxiety early in the academic career of college students. Subjects were 40 college freshmen who had been identified as high test-anxious in an initial mail-out survey of the Test Anxiety scale. Subjects were randomly assigned to three experimental conditions: anxiety management training, a cognitive modification procedure, and a no-treatment control group. Results indicated that both the cognitive modification and anxiety management training treatments were effective in reducing test anxiety on a posttreatment administration of the Test Anxiety scale. Especially interesting, a significant difference in academic performance emerged between treatment and control groups three semesters after treatment, underscoring the preventive value of the program.

Adaptation, Psychological↗
PubMed1984

A consciousness-sampling analysis of test anxiety and performance.

In order to evaluate cognitive-interference, reassertion, and reaction-to-performance models of test anxiety, 82 students completed the Test Anxiety Scale, provided state measures of anxiety just before and after a course examination, described their preparation for the test, and reported thought content and state anxiety up to six times during the test. Test Anxiety Scale scores were predictive of pre- and posttest state anxiety but not performance or problem-solving thought frequency during the test. Thought content was significantly but weakly correlated with performance, which was well correlated with posttest state anxiety but not with pretest anxiety. Pretest state anxiety was virtually uncorrelated with posttest state anxiety, with the correlations gradually declining during the test. Question-answering thought content correlated inversely with anxiety during the test. There was no group for whom anxiety appeared to facilitate performance. Preparation correlated only with performance. The pattern of results appears inconsistent with a cognitive-interference interpretation of test anxiety and suggests that in the naturalistic setting used, anxiety is more clearly an effect than a cause of poor performance.

Achievement↗
PubMed1991

Test anxiety. Relationship to academic and clinical performance in dental hygiene students.

This study investigated the relationship of test anxiety, study skills, aptitude, and prior GPA to academic and clinical performance in junior and senior dental hygiene students. Eighty-nine volunteer subjects completed a test anxiety scale (TAS) and an effective study test (EST) at the beginning of the spring semester. Prior grade point average (GPA) and dental hygiene candidate aptitude (DHCAT) scores were obtained, and the relationships of all variables to spring GPA and spring clinic grade were analyzed. TAS showed significant, but weak, inverse relationships with prior GPA (r = -.24, p less than .05) and spring GPA (r = -.29, p less than .01). Verbal, science, and reading comprehension subscales of the DHCAT were significantly and moderately associated with spring GPA. In a hierarchical/stepwise regression analysis. TAS did not explain any of the variance in academic or clinical performance. Study skills explained 3% of the variance in spring GPA and 6% of the variance in spring clinic grade. Prior GPA was identified as the strongest predictor of academic performance in the dental hygiene program as it explained 44% of the variance in overall spring GPA. None of the variables studied emerged as a strong predictor of clinical performance.

Analysis of Variance↗
PubMed1987

Test-retest reliability of the Revised Children's Manifest Anxiety Scale.

Test-retest reliabilities of the Revised Children's Manifest Anxiety Scale over 1- and 5-wk. intervals were examined for two samples of students, 73 boys and 88 girls in regular sixth, seventh and eighth grade classrooms (11 yr. to 14 yr.). For raw scores the test-retest Pearson r was .88 (1-wk.) and .77 (5-wk.), indicating good reliability. For both samples there was a small difference between test (12.2 for 1-wk. sample; 11.4 for 5-wk. sample) and retest (11.2 for 1-wk. sample; 9.8 for 5-wk. sample) mean raw scores. Implications for test use are discussed.

Adolescent↗
PubMed2006

[The relationship between test anxiety and personality, self-esteem in grade one senior high students].

OBJECTIVE: To explore the relationship between test anxiety and personality, self-esteem in grade one senior high school students. METHODS: Totally 538 senior high school students of grade one were investigated by Test Anxiety Scale (TAS), Eysenck Personality Questionnaire (EPQ) and Self-Esteem Scale (SES) in a Senior High School in Shandong Province. RESULTS: The prevalence of test anxiety among all the surveyed students was rated 65.2%. The Psychoticism (P) (51.60 +/- 9.66) or Neuroticism (N) (51.57 +/- 10.75) factor score of EPQ in students with test anxiety was significantly higher than that in students without test anxiety (48.07 +/- 8.62, 45.65 +/- 10.14) (P < 0.001), while the Extroversion or Introversion (E) score (50.76 +/- 11.09) was on the contrary (53.68 +/- 11.60) (P < 0.01). The total score of TAS was significantly positively related to the P (r = 0.14) and N (r = 0.36) factor score and significantly negatively related to the E factor score of EPQ (r = -0.15) (P < 0.001). The prevalence of test anxiety in introversive students (72.3%) was higher than that in extroversive students (53.2%) (P < 0.05), and that in students with unstable emotion (81.4%) and in students with apparent psychoticism (84.1%) were also higher than that in those with stable emotion (41.0%) and in those without psychoticism (57.7%) (P < 0.01). The total score of SES in students with test anxiety (29.12 +/- 4.41) was significantly lower than that in students without test anxiety (30.29 +/- 4.25) (P < 0.01). The total score of TAS was significantly negatively related to the total score of SES (r = -0.23) (P < 0.001). CONCLUSION: Test anxiety should be related to the personality and self-esteem, and the prevalence of test anxiety in introversive, unstable emotional, apparent psychoticism or low self-esteem students should be higher.

Adolescent↗
PubMed1980

Test anxiety and classroom examination performance: a reply to Daniels and Hewitt (1978).

Daniels and Hewitt (1978) reported "an extremely strong relationship" between test-anxiety scores and college course examination scores, whereas earlier investigators found smaller relationships between these variables (and one study reported no significant relationship when intelligence was partialed out). Daniels and Hewitt administered the test-anxiety measure immediately after a course examination, whereas the other investigators administered the test-anxiety measures at a different time than the course examinations. In the present study the Sarason Test Anxiety Scale was administered to 40 students immediately after a course examination and to 50 other students after a regular class period. A significant relationship between test-anxiety and examination scores was obtained only for the former group, and no significant relationship was found for either group when intelligence was partialed out. Thus, the high relationship obtained by Daniels and Hewitt may have resulted at least in part from their students' test-anxiety levels being altered due to their having just completed a course examination and from their response to demand characteristics inherent in the experimental procedure.

Adolescent↗
PubMed1990

Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group?

This study examines the commonly held contention that test anxiety may serve as a source of bias in the scholastic aptitude test performance of gender and ethnic minority groups. In addition, this study examines sex and sociocultural group differences in the level and pattern of test anxiety among Israeli college students. The sample was composed of 163 male and 198 female students sitting for scholastic aptitude tests routinely administered to all student applicants as part of their college admissions procedures. About 67% were of Western cultural extraction whereas the remainder were of Eastern extraction. Significant differences in text anxiety scores for males and females were observed, with greater sex group differentiation on the Emotionality than on the Worry scale. Test anxiety scores were not discernible by ethnicity or social class. Furthermore, test anxiety was not differentially related to aptitude test scores by sex or sociocultural group membership. Thus, this study lends little evidence to the common contention that test anxiety differentially debilitates the aptitude test scores of females and ethnic minority student candidates.

Adult↗
PubMed1978

Effects of cue-controlled relaxation, a placebo treatment, and no treatment on changes in self-reported test anxiety among college students.

Twenty-eight test-anxious Ss received either "cue-controlled relaxation therapy," an inert placebo treatment, or no treatment. Once before and twice after the experimental treatment period each S responded to three test-anxiety scales and to one measure of public-speaking anxiety. Once after the treatment, Ss rated the credibility of the procedure to which they had been exposed. Pre- and posttreatment scores on the measure of (untreated) speech anxiety and posttreatment ratings of credibility both showed that the cued relaxation and placebo procedures exerted equivalent experimental demand for improvement. Scores on all three test-anxiety measures showed that, under these conditions of equivalent demand,the placebo procedure reduced self-reports of test anxiety at least as much as did cue-controlled relaxation. Implications are discussed.

Anxiety↗
PubMed1976

Test anxiety, observation, and range of cue utilization.

Sixty females scoring high on the Sarason Test Anxiety Scale and 60 scoring low on the same scale served as subjects in an experiment on cue utilization. One-third of all subjects were given a simple learning task with relevant cues added, and one-third were given the task with irrelevant cues added. Half of all subjects in each cue condition were observed by the experimenter as they performed and half were not observed. Relative to subjects in the other conditions combining observation and anxiety, those subjects who were high in test anxiety and also were observed showed a narrower range of cue utilization. The results are discussed in terms of current research on social facilitation.

Anxiety↗
PubMed1992

Individual differences in anxiety level and eyewitness memory.

The present study investigated the relationship between individual differences in anxiety and eyewitness performance. Instructions designed to produce evaluative threat were given to anxious and nonanxious subjects at encoding and/or at retrieval. The performance of those subjects who were given anxiety-arousing instructions at encoding and retrieval and who scored high on the Test Anxiety Scale (TAS; Sarason, 1972) was less accurate on an eyewitness task than was that of the subjects who scored low on the scale. This difference in performance was attributable to improvement in the performance of nonanxious subjects, rather than debilitation in the performance of anxious subjects. Faced with the threat of failure, low-anxious subjects appeared to have the potential for increased effort. High-anxious subjects seemed to perform at or near capacity under all the experimental conditions because of their predisposition for task-irrelevant worry, which limited the possibility of an increase in working memory capacity.

Adult↗
PubMed1977

Test anxiety and off-task behavior in evaluative situations.

The relationship between performance and off-task behavior was examined as a function of childrens anxiety level in a clearly evaluative situation. 48 fourth-and fifth-grade boys and girls (assigned to low, middle, and high anxiety groups by their scores on the Test Anxiety Scale for Children) performed anagram tasks in the presence of an experimenter also working on anagrams. Frequency and direction of off-task glancing were used as measures of off-task behavior. As expected, both performance and off-task glancing were related to anxiety: high-anxious children hag than low- and middle-anxious children. It was proposed that anxious children's history of failure makes them more sensitive to and highly reliant on external feedback and evaluation and less likely to solve problems on their own. It was suggested that the performance of these children, who typically have greater ability than they show in evaluative situations, may be improved by increasing their on-task orientation through task-inherent and task-related feedback.

Achievement↗
PubMed2007

Predicting anxiety diagnoses with the Youth Self-Report.

Empirical studies that assess which items of the Youth Self-Report (YSR) are the best predictors of anxiety disorders in adolescents are lacking, whereas several attempts have been made to construct an anxiety scale for the YSR. It is important to gap the bridge between existing YSR and DSM-IV diagnostic constructs. My objective in this study was to investigate which YSR items or scales can be used best to predict anxiety disorders in adolescents. In a referred 183-subject sample of 11- to 18-year-olds, we examined which YSR items and scales predicted DSM-IV anxiety diagnoses assessed with the Anxiety Disorders Interview Schedule for Children (ADIS-C). Several items that predicted anxiety disorders were not included in existing anxiety scales of the YSR. Scale scores based on these items were stronger predictors of DSM-IV anxiety disorders than existing anxiety scales. Testing empirically which YSR items predict DSM-IV diagnoses may enhance the usefulness of the YSR for predicting anxiety disorders in clinical practice.

Adolescent↗