多维考试焦虑量表的解释证据：简要报告

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2024-09-01 DOI:10.1177/07342829241280396

Gabrielle Francis, Nathaniel von der Embse, David Putwain, Eunsook Kim

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引用次数: 0

摘要

标准化考试是英美教育体系不可或缺的一部分。然而，使用高风险测试会带来意想不到的后果，其中之一就是考试焦虑。在过去的 50 年里，人们越来越关注开发工具来识别存在考试焦虑的学生。然而，许多考试焦虑工具都是为研究目的而开发的，而不是在学校决策中使用，而且缺乏解释的证据。本研究的目的是通过潜在特征分析来确定受访者群体，从而支持在应用环境中使用多维考试焦虑量表（MTAS）来解释分数。参与者包括英格兰的 918 名中学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Interpretation Evidence for the Multidimensional Test Anxiety Scale: A Brief Report

Standardized testing is an integral part of the English and American education systems. However, the use of high-stakes testing has unintended consequences, one of which is test anxiety. Over the last 50 years, increased attention has been directed to developing tools to identify students experiencing test anxiety. However, many test anxiety instruments have been created for research purposes rather than use within school decision-making and lack evidence for interpretation. The purpose of the current study was to support the use of the Multidimensional Test Anxiety Scale (MTAS) in applied settings by using a latent profile analysis to identify respondent groups to support score interpretation. Participants included 918 secondary students in England.

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.