Abstract
The present study examined the psychometric properties of the Greek version of Spielberger (1980) self-report measure of test anxiety, the Test Anxiety Inventory (TAI). The total sample consisted of 231 undergraduate stu-dents (124 male, 107 female). The results verified the well established two-factor structure for the TAI. The two factors represented the Worry (TAI-W) and Emotionality (TAI-E) subscales, respectively. Furthermore, on the bases of the confirmatory factor analyses, using either the set of 20 items or the set of 16 items, we found con-vincing support for the existing relationship between the two subscales of the Test Anxiety Inventory. The in-ternal consistency of the twenty-item TAI-T scale and for the eight-item Worry and Emotionality subscales ranged from Cronbach’s α = .81 to .94. The G-TAI and its subscales showed differential statistically significant relationships with a self-report measure of cognitive interference.
Highlights
Education is vital for every country in the world, and Greece is not an exception as a strong and effective education can help boost the development of the country
We compare the following three factor structures: models based on these criteria (Model A), a one-factor model in which all twenty items loaded on a single latent factor; Model B, a two-factor model in which all sixteen items of the two subscales, Worry and Emotionality, loaded on a first-order latent factor
Both this first-order latent factor and the four items, that are not included in the Worry and Emotionality subscales, loaded on a second-order latent factor called Test Anxiety Inventory (TAI)-T; and Model C, a three-factor model in which the two subscales, Worry and Emotionality, were first-order latent factors
Summary
Education is vital for every country in the world, and Greece is not an exception as a strong and effective education can help boost the development of the country. Often test-anxious students at all levels of education perform more poorly on standardized tests (Everson, Millsap, & Rodriguez, 1991) and receive poorer grades (Chapell, Blanding, Silverstein, Takahashi, Newman, Gubi, & McCann, 2005) than they ought to because anxiety and other test-taking deficiencies interfere with their performance, either directly or indirectly (Efklides, Papadaki, Papantoniou, & Kiosseoglou, 1997, 1999; Lowe et al, 2008; Metallidou & Vlachou, 2007). In order to assess individual differences in test anxiety, Spielberger developed the Test Anxiety Inventory (TAI; Spielberger, 1980) which is a self-report instrument. The TAI is one of the most widely used of the test anxiety inventories as it has been translated or adapted for many populations (see Ware, Galassi, & Dew, 1990)
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