Test Anxiety Inventory Spielberger Pdf
Research suggests that test anxiety is associated with a number of maladaptive factors. The majority of test anxiety research includes the Test Anxiety Inventory (TAI) as a primary outcome variable. However, the TAI was normed on college undergraduates in 1980. The academic landscape has altered in a variety of ways in the past 30 years, which may result in out-of-date norms. This study examined changes in TAI scores in college undergraduates (n =437) as well as convergent validity with measures of trait anxiety and academic performance.
Results indicated increases in TAI scores for females while holding constant for males. Additionally, females and males displayed positive correlations between the TAI and state-trait anxiety inventory, while only females displayed a significant negative correlation between the TAI and grade point average. Data provide evidence of changes in TAI scores. As a result, researchers should be careful when drawing conclusions based on original TAI norms, especially in the case of female undergraduates.
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Test Anxiety Inventory Test Anxiety Inventory Purpose: Designed to measure test anxiety. Population: High school and college students. Score: Percentile ranking. Time: (8-10) minutes.
Author: Charles D. Publisher: Consulting Psychologists Press, Inc.
Description: The Test Anxiety Inventory (TAI) is a self-report inventory designed to measure test anxiety (TA) as a situation-specific personality trait. The TAI consists of 20 items or statements, and the respondents indicate on a four point Likert-type scale how often they experience the feeling described in each statement. The TAI provides a measure of total TA (TAI-T) as well as measures of two TA components-worry (W) and emotionality (E). Scoring: The TAI is a brief instrument occupying one side of a page on which the 20 items are printed. The total TAI score (TAI-T) is based on all 20 items.
Eight of the items measure the W component and 8 items measure the E. Four items that load on both subscales contribute to the TAI-T score but are not scored on either the W or E subscales. Percentile ranks are calculated from the raw scores.
Reliability: Test-retest reliabilities for TAI-T are reported for groups of high school, college, and graduate students over time periods ranging from two weeks to six months. Reliability was in the range of.80 to.81 for two-week to one-month periods with all groups. After six months, the reliability was.62 for a group of high school students. The alpha coefficients for TAI-T ranged from.92 to.96; for the subscales, alphas ranged from.83 to.91 for TAI-W, and from.85 to.91 for TAI-E.
State And Trait Anxiety Inventory
Validity: The relationship between the TAI and its subscales with other anxiety measures (e.g., Sarason’s Test Anxiety Scale (TAS), Liebert & Morris’ Worry and Emotionality Questionnaire (WEQ), the STAI State and Trait Anxiety scales, and the STAI State Anxiety scale administered under examination stress conditions) all provide evidence of convergent validity. The correlation between the TAI-T score and the TAS was sufficiently high (.82 to.83) to suggest that the two scales measure essentially the same construct.
Free Test Anxiety Inventory
Norms: The normative sample consisted of high school and college students. Suggested Uses: The TAI is recommended for use in research and clinical settings.