Structural analysis and development of a short form of the Test Anxiety Inventory – Spanish version (TAI-S) in college students from Lima
Abstract
The aim of the present study is to examine the internal structure of the Test Anxiety Inventory-Spanish version (TAI-S) and have a brief version. It was assessed of a sample of 376 Peruvian university students (73.1% women) between 16 and 55 years old (M = 20.71). The internal structure of TAI-S was analyzed by using structural equation modeling (factorial confirmatory analysis) and the short version was obtained on the basis of a Bifactoral model and conceptual approaches. Four models were evaluated: orthogonal, oblique, bifactor and one-dimensional. As the result, the TAI-S is constituted by a single dimension. Likewise, the short version shows robust indicators and based on the empirical evidence with the long version. Finally, the two versions showed reliability coefficient with high magnitudes. In conclusion, the two version studied show favorable psychometric properties that support its use in the Peruvian context.
Downloads
References
Ali, M.S., & Mohsin, M.N. (2013). Test Anxiety Inventory (TAI): factor analysis and psychometric properties. Journal of Humanities and Social Sciences, 8(1), 73 – 81. doi: 10.9790/0837-0817381
Aliaga, J., Ponce, C., Bernaola, E., & Pecho, J. (2001). Características psicométricas del inventario de autoevaluación de la ansiedad ante exámenes (IDASE). Paradigmas, Revista de Actualización Profesional, 2(3), 11-29.
Arias, B. (2008). Desarrollo de un ejemplo de análisis factorial confirmatorio con Lisrel, AMOS y SAS. Seminario de Actualización en Investigación sobre Discapacidad SAID 2008. Universidad de Valladolid: España.
Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi: 10.6018/analesps.29.3.178511
Bauermeister, J., Collazos, J., & Spielberger, C. (1983). The construction and validation of the Spanish form of the Test Anxiety Inventory: Inventario de Autoevaluación sobre Exámenes (IDASE). En: Spielberger, C. & Diaz-Guerrero (Eds.). Cross-cultural Anxiety (pp. 67-85). Washintong: McGraw-Hill.
Beaducel, A., & Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling, 13, 186–203. doi: 10.1207/s15328007sem1302_2
Bentler, P. M., & Wu, E. J. C. (2012). EQS 6.2 for windows [Statistical Program]. Encino, CA: Multivariate Software, Inc.
Brown, T. (2006). Confirmatory Factor Analysis for Applied Research. New York: The Guilford Press.
Canivez, G. L. (2016). Bifactor modeling in construct validation of multifactored tests: Implications for multidimensionality and test interpretation. In K. Schweizer & C. DiStefano (Eds.), Principles and methods of test construction: Standards and recent advancements (pp. 247–271). Gottingen, Germany: Hogrefe.
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268 – 274. doi: 10.1037/0022-0663.97.2.268
Chen, F.F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464 – 504. doi: 10.1080/10705510701301834
Cronbach L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. doi: 10.1007/BF02310555
Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121–149. doi: 10.1177/0748175610373459
Dominguez, S. (2013).¿Ítems Politómicos o Dicotómicos? Un estudio empírico con una escala unidimensional. Revista Argentina de Ciencias del Comportamiento, 5(3), 30-37.
Dominguez, S. (2014a). Escala de Cansancio Emocional: estructura factorial y validez de los ítems en estudiantes de una universidad privada. Avances en Psicología, 21(1), 89-97.
Dominguez, S. (2014b). ¿Matrices Policóricas/Tetracóricas o Matrices Pearson? Un estudio metodológico. Revista Argentina de Ciencias del Comportamiento, 6(1), 39-48.
Dominguez-Lara, S. (2016a). Evaluación de modelos estructurales, más allá de los índices de ajuste. Enfermería Intensiva, 27, 84-85. doi: 10.1016/j.enfi.2016.03.003
Dominguez-Lara, S. (2016b). Errores correlacionados y estimación de la fiabilidad en estudios de validación. Comentarios al trabajo validación de la escala Ehealth Literacy (EHEALS) en población universitaria española. Revista Española de Salud Pública, 9, e1 – e2.
Dominguez-Lara, S. (2016c). Evaluación de la confiabilidad del constructo mediante el Coeficiente H: breve revisión conceptual y aplicaciones. Psychologia: Avances en la disciplina, 10(2), 87 – 94. doi: 10.21500/19002386.2134
Dominguez-Lara, S., & Merino-Soto, C. (2015) ¿Por qué es importante reportar los intervalos de confianza del coeficiente alfa de Cronbach? Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(2), 1326-1328.
Dominguez-Lara, S., & Rodriguez, A. (2017). Índices estadísticos de modelos bifactor. Interacciones. Publicación anticipada en línea. doi: 10.24016/2017.v3n2.51
Dominguez-Lara, S., Merino-Soto, C., & Navarro-Loli, J. (2016). Re-análisis de la validez de constructo de la Escala Breve para la Evaluación de la Capacidad Funcional (Sp-UPSA-Brief) de García-Portilla y colaboradores. Revista de Psiquiatría y Salud Mental, 9, 127-128. doi: 10.1016/j.rpsm.2015.11.001
Dominguez-Lara, S., Calderón-De la Cruz, G., Alarcón-Parco, D., & Navarro-Loli, J. (en prensa). Relación entre Ansiedad ante exámenes y rendimiento en exámenes en universitarios: análisis preliminar de la diferencia según asignatura. Revista Digital de Investigación en Docencia Universitaria.
Dominguez, S., Villegas, G., Cabezas, M. Aravena, S., & De la Cruz, M. (2013). Autoeficacia académica y ansiedad ante los exámenes en estudiantes de psicología de una universidad privada. Revista de Psicología-Universidad Católica San Pablo, 3(3), 13-23.
Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399 – 412. doi: 10.1111/bjop.12046
Enright, M., Baldo, T. D., & Wykes, S. D. (2000). The efficacy of eye movement desensitization and reprocessing therapy technique in the treatment of test anxiety of college students. Journal of College Counseling, 3(1), 36-48. doi: 10.1002/j.2161-1882.2000.tb00162.x
Farooqui, Y.N., Ghani, R., & Spielberger, C.D. (2012). Gender differences in test anxiety and academic performance of medical students. International Journal of Psychology and Behavioral Sciences, 2(2), 38 – 43. doi: 10.5923.j.ijpbs.20120202.06
Feldt, L. S. (1980). A test of the hypothesis that Cronbach's alpha reliability coefficient is the same for two tests administered to the same sample. Psychometrika, 45, 99-105. doi: 10.1007/BF02293600
Feldt, L. S., Woodruff, D. J., & Salih, F. A. (1987) Statistical inference for coefficient alpha. Applied Psychological Measurement, 11, 93-103. doi: 10.1177/014662168701100107
Ferrando, P. J., Varea, M. D., & Lorenzo, U. (1999). Evaluación psicométrica del cuestionario de ansiedad y rendimiento (CAR) en una muestra de escolares. Psicothema, 11(1), 225-236.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39- 50. doi: 10.2307/3151312
Furlán, L. (2006). Ansiedad ante los exámenes. Qué se evalúa y como? Evaluar, 6, 32 – 51.
Furlán, L., Sánchez, J., & Heredia, D. (2009). Estrategias de aprendizaje y ansiedad ante los exámenes en estudiantes universitarios. Pensamiento Psicológico, 5(12), 117-124.
Hancock, G. R., & Mueller, R. O. (2001). Rethinking construct reliability within latent variable systems. En R. Cudeck, S. H. C. du Toit & D. Sörbom (Eds.), Structural equation modeling: Past and present. A Festschrift in honor of Karl G. Jöreskog (pp. 195–261). Chicago: Scientific Software International.
Harpell, J. V., & Andrews, J. J. (2012). Multi-informant test anxiety assessment of adolescents. Psychology, 3(7), 518 – 524. doi: 10.4236/psych.2012.37075
Heredia, D., Piemontesi, S., Furlán, L., & Hodapp, V. (2008). Adaptación del Inventario Aleman de Ansiedad frente a los Exámenes: GTAI-A. Evaluar, 8, 46 – 60.
Hodapp, V. (1991). Das Prüfungsängstlichkeitsinventar TAI-G: Eine erweiterte und modifizierte Version mit vier Komponenten [The Test Anxiety Inventory TAI-G: An expanded and modified version with four components]. Zeitschrift für Pädagogische Psychologie, 5, 121-130.
Hu, L, & Bentler, P.M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model specification. Psychogical Methods, 3, 424 – 453. doi: 10.1037/1082-989X.3.4.424
Iroegbu, M. (2013): Effect of test anxiety, gender and perceived self-concept on academic performance of Nigerian students. International Journal of Psychology and Counselling, 5(7), 143 – 146. doi: 10.5897/IJPC2013.0218
Keith, N., Hodapp, V., Schermelleh-Engel, K., & Moosbrugger, H. (2003). Cross-sectional and longitudinal confirmatory factor models for the German Test Anxiety Inventory: A construct validation. Anxiety, Stress & Coping, 16(3), 251-270. doi: 10.1080/1061580031000095416
Lautenschlager, G. J., & Meade, A. W. (2008). AlphaTest: A windows program for tests of hypotheses about coefficient alpha. Applied Psychological Measurement, 23, 502-503. doi: 10.1177/0146621607312307
Lee, S.-Y., Poon, W.-Y., & Bentler, P. M. (1995). A two-stage estimation of structural equation models with continuous and polytomous variables. British Journal of Mathematical and Statistical Psychology, 48(2), 339–358. doi: 10.1007/BF02294660
Levy, P. (1967). The correction for spurious correlation in the evaluation of short-form tests. Journal of Clinical Psychology, 23, 84-86.
Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978. doi: 10.2466/pr0.1967.20.3.975
Malgady, R. (2007). How skew are psychological data? A standardized index of effect size. The Journal of General Psychology, 134(3), 355-359. doi: 10.3200/GENP.134.3.355-360
Mandler, G., & Sarason, S.B. (1952). A study of anxiety and learning. Journal of Abnormal and Social Psychology, 47, 166 – 713.
McDonald R.P. (1999). Test theory: A unified treatment. Mahwah, N.J.: L. Erlbaum Associates.
Merino-Soto, C., & Angulo-Ramos, M. (2013). Validación de la escala de sobrecarga del cuidador de Zarit en sus versiones original y abreviada: corrección. Revista Médica de Chile, 141, 1083-1084. doi: 10.4067/S0034-98872013000800019
Merino, C., & Lautenschlager, G. (2003). Comparación Estadística de la Confiabilidad Alfa de Cronbach: Aplicaciones en la Medición Educacional y Psicológica. Revista de Psicología de la Universidad de Chile, 12(2), 127-136.
Merino, C., Navarro, J., & García, W. (2014). Revisión de la consistencia interna del Inventario de Inteligencia Emocional de Bar-On, EQ-I: YV. Revista Peruana de Psicología y Trabajo Social, 3(1), 141-154.
Mowbray, T., Jacobs, K., & Boyle, C. (2015). Validity of the German Test Anxiety Inventory (TAI‐G) in an Australian sample. Australian Journal of Psychology, 67(2), 121-129. doi: 10.1111/ajpy.12058
Oktedalen, T., & Hagtvet, K.A. (2011). A revised version of the Norwegian adaptation of the Test Anxiety Inventory in a heterogeneous population. Scandinavian Journal of Educational Research, 55(5), 475 – 487. doi: 10.1080/00313831.2010.537688
Onyeizugbo, E. U. (2010). Self-efficacy, gender and trait anxiety as moderators of test anxiety. Electronic Journal of Research in Educational Psychology, 8(1), 299-312.
Papantoniou, G., Moraitou, D., & Filippidou, D. (2011). Psychometric properties of the Greek version of the Test Anxiety Inventory. Psychology, 2(3), 240-246. :10.4236/psych.2011.23038
Pascual-Ferrá. P., & Beatty, M.J. (2015). Correcting internal consistency estimates inflated by correlated item errors. Communication Research Reports, 32(4), 347 – 352. doi: 10.1080/08824096.2015.1089858
Petrides, K. V., Jackson, C. J., Furnham, A., & Levine, S. Z. (2003). Exploring issues of personality measurement and structure through the development of a short form of the Eysenck personality profiler. Journal of Personality Assessment, 81, 271-280. doi: 10.1207/S15327752JPA8103_10
Piemontesi, S., & Heredia, D. (2009). Relaciones entre la ansiedad ante exámenes, estrategias de afrontamiento, autoeficacia para el aprendizaje autorregulado y rendimiento académico. Revista Tesis, 2, 74 – 86.
Piemontesi, S., Heredia, D., & Furlán, L. (2009). Correlatos de la ansiedad ante los exámenes: una aproximación a la teoría de la reducción en la eficiencia. Revista Tesis, 2, 74 – 86.
Raykov, T. (2001). Bias in coefficient alpha for fixed congeneric measures with correlated errors. Applied Psychological Measurement, 25(1), 69 – 76. doi: 10.1177/01466216010251005
Raykov, T., & Hancock, G. R. (2005). Examining change in maximal reliability for multiple-component measuring instruments. British Journal of Mathematical and Statistical Psychology, 58(1), 65–82. doi: 10.1348/000711005X38753
Reise, S.P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47(5), 667-696. doi: 10.1080/00273171.2012.715555
Reise, S.P. Scheines, R., Widaman, K.F., & Haviland, M.G. (2013). Multidimensionality and structural coefficient bias in structural equation modeling: A bifactor perspective. Educational and Psychological Measurement, 73(1), 5 – 26. doi: 10.1177/0013164412449831
Ringeisen, T., Buchwald, P., & Hodapp, V. (2010). Capturing the multidimensionality of test anxiety in cross-cultural research: An English adaptation of the German Test Anxiety Inventory. Cognition, Brain, Behavior. an Interdisciplinary Journal, 14(4), 347-364.
Rodriguez, A., Reise, S.P., & Haviland, M.G. (2016). Evaluating bifactor models: calculating and interpreting statistical indices. Psychological Methods, 21(2), 137 – 150. doi: 10.1037/met0000045
Sarason, I. G., & Stoops, R. (1978). Test anxiety and the passage of time. Journal of Consulting and Clinical Psychology, 46(1), 102-109.
Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C. C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399-419). Thousand Oaks, CA: Sage.
Seipp, B. (1991). Anxiety and academic performance: a meta-analysis of finding. Anxiety Research, 4(1), 27 – 41. doi: 10.1080/08917779108248762
Sörbom, D. (1989). Model modification. Psychometrika, 54(3), 371-384. doi: 10.1007/BF02294623
Spielberger, C.D. (1980a). Tensión y Ansiedad. México: Harla.
Spielberger, C.D. (1980b). Test Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
Spielberger, C.D., González, H., Taylor, C., Algaze, B., & Anton, W. (1978). Examination stress and test anxiety. In: C. Spielberger & I. Sarason (Eds). Stress and Anxiety. Washintong: Hemisphere.
Spielberger, C.D., & Vagg, P. (1995). Test Anxiety. A transactional process. En: C. Spielberger & P. Vagg (Eds.). Test Anxiety: Theory, assessment and treatment (pp. 3-14). Washintong: Taylor & Francis.
Stucky, B.D., Thissen, D., & Edelen, M.O. (2013). Using logistic approximatios of marginal trace lines to develop short assessments. Applied Psychological Measurement, 37(1), 41 – 57. doi: 10.1177/0146621612462759
Szafranski, D.D., Barrera, T.L., & Norton, P.J. (2012). Test anxiety inventory: 30 years later. Anxiety, Stress, & Coping: An international Journal, 25(6), 667 – 677. doi: 10.1080/10615806.2012.663490
Sub, A., & Phabha, C. (2003). Academic performance in relation with perfectionism, test procrastination and test anxiety of high school children. Psychological Studies, 48, 7-81.
Taylor, J., & Deane, F.P. (2002). Development a short form of the Test Anxiety Inventory. The Journal of General Psychology, 129(2), 127 – 136. doi: 10.1080/00221300209603133
Terwee, C.B., Bot, S.D.M., de Boer, M.R., van der Windt, D.A.W.M., Knol, D.L., Dekker, J., Bouter, L.M., & de Vet, H.C.W. (2007). Quality Criteria Were Proposed for Measurement Properties of Health Status Questionnaires. Journal of Clinical Epidemiology, 60(1), 34-42. doi: 10.1016/j.jclinepi.2006.03.012
Valero, L. (1999). Evaluación de ansiedad ante exámenes: Datos de aplicación y fiabilidad del cuestionario CAEX. Anales de Psicología, 15(2), 223-231.
Villegas, G., Dominguez, S., Sotelo, N., & Sotelo, L. (2015). Propiedades psicométricas del Inventario de Autoevaluación de la Ansiedad ante Exámenes (IDASE) en universitarios de Lima. Revista Mexicana de Psicología Educativa, 3(1), 15 – 21.
Ware, W. B., Galassi, J. P., & Dew, K. M. H. (1990). The test anxiety inventory: A confirmatory factor analysis. Anxiety Research, 3(3), 205-212. doi: 10.1080/08917779008248753
Zinbarg, R. E., Yovel, I., Revelle, W., & McDonald, R. P. (2006). Estimating generalizability to a latent variable common to all of a scale’s indicators: A comparison of estimators for ωh. Applied Psychological Measurement, 30(2), 121-144.doi: 10.1177/0146621605278814
Copyright (c) 2017 Interacciones
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the copyright and give the journal the right of the first publication and that they can edit it, reproduce it, distribute it, exhibit it and communicate it in the country and abroad through printed and digital media.
The digital version of the journal is registered under a Creative Commons license (Under Creative Commons License): Attribution 4.0 International (CC BY 4.0). Therefore, this work can be reproduced, distributed and publicly communicated in digital format, provided that the names of the authors and Interacciones.
Therefore, it is established that authors can make other independent and additional behavioural agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in institutional repositories or publish it in a book) as long as it is clearly indicated that the work was published for the first time in this journal.