Expression and Level of Test Anxiety in a Sample of Elementary Students

Patricia A Lowe

doi:10.5539/ies.v12n3p1

Abstract

This study examined the expression and level of test anxiety in a sample of 1221 elementary school students. The Test Anxiety Scale for Elementary Students (TAS-E), a new multidimensional measure developed based on recent conceptualizations of the test anxiety construct, was administered to elementary school-age students. The TAS-E consists of four test anxiety (Physiological Hyperarousal, Social Concerns, Task Irrelevant Behaviors, and Worry) subscales and a Total Test Anxiety scale. The results of four multi-group confirmatory factor analyses and latent mean analyses supported invariance between groups in the four multi-group comparisons conducted and found grade and gender differences in the level and expression of test anxiety among elementary students in grades 2-5 on the TAS-E. This is the first measurement invariance study to include students as young as grade 2 on a new multidimensional measure of test anxiety. Implications of the findings of the study for mental health professionals and educators who work with elementary school-age students are discussed.

Highlights

Test anxiety is general anxiety students experience in testing situations (Spielberger, Gonzalez, Taylor, Algaze, & Anton, 1978; Taylor, 1956) and is a major problem for elementary and secondary students (Putwain & Pescod, 2018; Sena, Lowe, & Lee, 2008)
The four test anxiety factors identified were Physiological Hyperarousal, Social Concerns, Task Irrelevant Behaviors, and Worry
The Test Anxiety Scale for Elementary Students (TAS-E) consists of four test anxiety (Physiological Hyperarousal, Social Concerns, Task Irrelevant Behaviors, and Worry) subscales and a Total Test Anxiety scale

Summary

Introduction

Test anxiety is general anxiety students experience in testing situations (Spielberger, Gonzalez, Taylor, Algaze, & Anton, 1978; Taylor, 1956) and is a major problem for elementary and secondary students (Putwain & Pescod, 2018; Sena, Lowe, & Lee, 2008). It would be important to identify those students who are test anxious, so intervention strategies can be implemented to decrease their test anxiety. The Test Anxiety Scale for Elementary Students (TAS-E) is a new multidimensional measure of test anxiety and is designed for the U.S elementary student population. Lowe, Grumbein, and Raad (2011) conducted exploratory and confirmatory factor analyses on the responses of elementary students. Lowe and colleagues found evidence to support a four-factor structure with a higher-order factor for the TAS-E. A higher-order factor, the Total Test Anxiety factor, a measure of overall test anxiety, was found

Objectives

Methods

Results

Conclusion