Psychometric Analyses of the Test Anxiety Scale for Elementary Students (TAS-E) Scores among Singapore Primary School Students

Abstract

The psychometric properties of the Test Anxiety Scale for Elementary Students (TAS-E) scores were examined among Singapore primary school students. In Study 1, an exploratory factor analysis (EFA) was performed to determine the factor structure of the TAS-E in a sample of 540 Singapore students. In Study 2, a confirmatory factor analysis (CFA) was performed on the TAS-E scores in another sample of 540 Singapore students to determine whether the findings would support the factor structure reported in Study 1. The results of the EFA and Schmid-Leiman transformation in Study 1 and the CFA in Study 2 suggest that the TAS-E has four factors (Physiological Hyperarousal, Social Concerns, Task Irrelevant Behavior, and Worry) and a higher-order factor, the Total Test Anxiety factor. These findings are similar to the results reported in validation studies of the TAS-E scores with U.S. elementary students. In addition, the test score stability and convergent and discriminant validity of the TAS-E scores were examined in Study 3 among 1,080 Singapore primary school students. The results indicated that the TAS-E scores appear to have adequate test score stability over a 2-week test-retest period. Evidence supporting the convergent and discriminant validity of the TAS-E scores was also found. Implications of the findings of the three studies are discussed.