Abstract
Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.
Highlights
Test anxiety is a significant problem for students in institutions of higher learning (Knappe et al, 2011), including those students in higher education institutions in Australia (Mowbray, Boyle, & Jacobs, 2015) and the United States (Tatum, Lundervold, & Ament, 2006). Taylor (1956) conceptualized test anxiety as the anxiety students may experience when they take exams
Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S higher education students
WLSMVχ2 = robust mean-and-variance adjusted chi square; df = degrees of freedom; RMSEA = root mean square error of approximation; 90% CI = 90% confidence interval; Tucker-Lewis index (TLI)/NNFI = Tucker-Lewis Index/Non-normed fit index; CFI = comparative fit index; p
Summary
Test anxiety is a significant problem for students in institutions of higher learning (Knappe et al, 2011), including those students in higher education institutions in Australia (Mowbray, Boyle, & Jacobs, 2015) and the United States (Tatum, Lundervold, & Ament, 2006). Taylor (1956) conceptualized test anxiety as the anxiety students may experience when they take exams. Test anxiety is a significant problem for students in institutions of higher learning (Knappe et al, 2011), including those students in higher education institutions in Australia (Mowbray, Boyle, & Jacobs, 2015) and the United States (Tatum, Lundervold, & Ament, 2006). Kavanagh, Ziin, and Mesagno (2016) have indicated that test anxiety research is needed in Australia because it has been an under studied area in this country. Kavanagh and colleagues have stated U.S research findings could be used indirectly with the Australian student population if similar test anxiety results were found in Australia and the United States. Psychometrically sound measures are needed to assess test anxiety in higher education students, including Australian postsecondary students (Mowbray et al, 2015)
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