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Test and Math Anxiety: A Validation of the German Test Anxiety Questionnaire

100%
Schnell K., Tibubos A. N., Rohrmann S., Hodapp V.
Polish Psychological Bulletin
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2013
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vol. 44
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issue 2
193-200
EN
The present study investigated the construct validity of the Test Anxiety Questionnaire (Prüfungsangstfragebogen PAF; Hodapp, Rohrmann, & Ringeisen, 2011), a revised and shortened version of the German Test Anxiety Inventory (TAI-G), by comparing it with math anxiety. A sample of German fi fth- and sixth-grade students (N = 79; 61 % male) was analyzed. Math anxiety was measured by a German adaptation of the Math Anxiety Questionnaire (Fragebogen für Rechenangst FRA; Krinzinger et al., 2007). A signifi cant but moderate correlation between test anxiety and math anxiety was found. In regression analyses, math anxiety predicted math performance whereas test anxiety explained additional variance for both math and overall performance. It can be concluded that math and test anxiety have overlaps, but do not constitute the same construct. Thus, the results support the construct validity of the PAF indicating its usefulness in practical application.
2
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Catering to assessment needs of students of English - call to the rescue?

88%
Buczek-Zawiła A.
Teaching English with Technology
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2021
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vol. 21
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issue 2
38-65
EN
The study focuses on the process of assessing (a micro-skill) goal attainment in EFL pronunciation course via measures which can foster different students’ attitudes and self-perceptions. Standard (pen-and-paper) tests offer immediate evidence of success but they put heavy demands on students’ cognitive, performance and stress-controlling skills. CALL-related techniques can be used as supplementary ones, even if technically assessing different sub-skills, Kahoot or Moodle quizzes can complement and re-orientate the assessment as well as the learning processes. To investigate the impact of the diverse assessment measures a small-scale research was conducted among Year 1 students of the English Department at the Pedagogical University in Kraków. They are participants in a 90-hours-a-year pronunciation course, where one of the components involves mastering transcribing skills. The specific element of the course evaluated by standard and CALL-related measures in the study were the phonetic variants of the -es and -ed endings in English. Through analysis of test scores, coupled with the ideas obtained via semi-structured interviews, the study hoped to verify the claim that matters such as student comfort, instant individual feedback and personal safety are most efficiently handled by the Moodle quizzes. Apart from providing well-balanced scores, they offer the least-threatening, stress-free environments for learning and assessment, thus developing students’ self-monitoring their progress.
3
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Effects of Agricultural Students’ Self-Efficacy Beliefs and Test Anxiety on their Achievement Motivation and Academic Performance

88%
Pouratashi M., Zhub C., Mohammadi H. M., Rezvanfara A., Hosseinia S. M.
The New Educational Review
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2013
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vol. 34
85-98
EN
In this study, the influences of agricultural students’ self-efficacy beliefs and test anxiety on their achievement motivation and academic performance were examined. A sample of 466 students from Iranian Colleges of agriculture participated in this study. A questionnaire was used for data collection. Data were analyzed descriptively and inferentially using SPSS/win and AMOS graphic. The findings revealed that self-efficacy beliefs had more effect on motivation to approach success and academic performance than test anxiety. In contrast, test anxiety had more effect on motivation to avoid failure than self-efficacy beliefs. In addition, motivation to approach success had more effect on academic performance than motivation to avoid failure.
4
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INVESTIGATING ADVANCED LEARNERS’ USE OF AFFECTIVE STRATEGIES FOR DEALING WITH TEST ANXI-ETY

71%
Mystkowska-Wiertelak A.
Neofilolog
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2016
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issue 46/1
45-58
PL
Language anxiety has been researched for many decades now and its significance for attainment cannot be questioned. In numerous research accounts anxiety related to learning a foreign/second language comes in different guises, as speaking anxiety, or communication apprehension, fear of negative evaluation, and finally, test anxiety. In fact, developing linguistic competence in the formal setting is inherently fraught with the need to have one’s skill and knowledge verified in the form of informal and formal, low- or high-stakes tests and examinations. Alleviating the negative consequences of anxiety seems imperative for effective learning, which in the opinion of the present author, will not be possible without gaining a deeper insight into the ways in which learners deal with negative feelings evoked by language study or use. Hence, an attempt has been made to explore the range of strategies employed by a specific group of learners – English majors in their final year of study – to cope with a stressful situation such as a regularly-scheduled achievement test in one of the components of the practical English course. What distinguishes this group of learners is their level of proficiency, which is C1 or nearing C2, but most importantly of all, their long-term experience of dealing with stress that has extended throughout formal education including the duration of MA studies in English Philology. Data collected by means of immediate reports and questionnaires revealed that the participants employed quite a limited scope of stress-reducing strategies and that there were characteristic trends, the analysis of which could serve as a point of departure for offering effective strategy instruction capable of relieving the consequences of negative affective states.
5
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Polska Adaptacja Skali Lęku Przed Testami Online (OTAI-PL)

51%
Schoepp P., Góra P., Hrymchak Y., Mazur J., Surowski M., Traczyk J., Sobków A.
Kultura i Edukacja
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2023
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issue 1(139)
131-148
PL
Lęk przed testami jest przeszkodą, która może utrudniać osiąganie pozytywnych wyników w nauce – zarówno w procesie kształcenia, jak i w życiu zawodowym. Wobec upowszechnienia się w ostatnim czasie zdalnej formy nauczania może się pojawić potrzeba pomiaru lęku przed testami online z wykorzystaniem odpowiedniego narzędzia. W niniejszym badaniu dokonano adaptacji skali mierzącej lęk przed testami w formie online (OTAI) do warunków polskich. W badaniu wzięło udział 339 studentów. Na podstawie istotnych statystycznie korelacji wyniku w teście OTAI-PL z samooceną i lękiem przed matematyką, istotnymi statystycznie różnicami międzypłciowymi oraz rezultatami konfirmacyjnej analizy czynnikowej wykazano, że utworzone narzędzie było trafne. Podobnie jak w oryginalnym badaniu (Alibak i in., 2019) polska wersja narzędzia miała trójczynnikową strukturę. Kwestionariusz składa się z trzech skal: psychologicznej, fizjologicznej i związanej z edukacją zdalną. Rzetelność skali potwierdzają wysokie wartości spójności wewnętrznej oraz stabilności bezwzględnej. Na podstawie otrzymanych rezultatów można uznać OTAI-PL za trafne i rzetelne narzędzie umożliwiające pomiar lęku przed testami online wśród polskich studentów. Opracowane narzędzie może być szczególnie przydatne w czasach pandemii i nacisku na zdalną formę nauczania.
EN
Test anxiety is an obstacle that may influence education and professional life. Currently, the remote form of learning is widespread. Thus, a need for measuring test anxiety in an online setting appeared. The paper describes a validation process of a Polish adaptation of the Online Test Anxiety Inventory (OTAI). Three hundred thirty-nine students participated in the study. The confirmatory factor analysis showed a similar structure to the original study (Alibak et al., 2019). The inventory consists of three scales: psychological, physiological, and online. Results of a study indicated the validity of the Polish version of OTAI: we found gender differences and statistically significant correlations with self-esteem as well as with math anxiety. Moreover, we observed high internal consistency of scales and their high test-retest reliability. Based on these results, we argue that OTAI-PL can be considered a valid and reliable inventory, which allows online test anxiety measurement and can be particularly useful in times of pandemic and the pressure on the online form of education.
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