VALIDACIJA SRPSKE ADAPTACIJE SKALE REAKCIJA NA ISPITIVANJE
DOI:
https://doi.org/10.19090/pp.2019.1.5-21Ključne reči:
konfirmatorna faktorska analiza, skala reakcija na ispitivanje, validnostApstrakt
Ciljevi ovog istraživanja bili su usmereni ka proveri faktorske strukture i proceni nekih metrijskih karakteristika srpske adaptacije Skale reakcija na ispitivanje. Pored toga, kreirana je i skraćena verzija skale, sa idejom da se na taj način popravi loš fit originalne verzije instrumenta, kao i da se skala učini ekonomičnijom za zadavanje. Uzorak istraživanja činilo je 300 prigodno odabranih studenata, prosečne starosti 22.73 godina. U konfirmatornoj faktorskoj analizi testiran je fit dva modela. Prvi je imao korelirane faktore prvog reda, dok je u drugi model uveden faktor drugog reda. Puna verzija skale imala je loš fit. Međutim, skraćena verzija skale (od po 5 ajtema u svakoj subskali) imala je odličan fit prvog modela (CFI = .96; RMSEA = .048) i neznatno slabiji fit drugog modela (CFI = .95; RMSEA = .055). Skraćena verzija skale sačuvala je zadovoljavajuće koeficijente interne konzistencije (.78 do .91 za subskale i .92 za celu skalu). Skraćena verzija skale pokazala je visoku konvergentnu validnost, kroz visoke korelacije sa Inventarom ispitne anksioznosti. Kao takva, skaćena verzija skale ima svoju upotrebnu vrednost, kako u istraživačkom tako i u obrazovnom kontekstu.
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Sarason, I. G. (1978). The Test Anxiety Scale: Concept and research. In C. D. Spielberger & I. G. Sarason (Eds.), Stress and anxiety, Vol. 5 (pp. 193–216). Washington, DC: Hemisphere.
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: reactions to tests. Journal of Personality and Social Psychology, 46(4), 929–938. doi:10.1037//0022-3514.46.4.929
Sarason, I. G. (1988). Anxiety, self-preoccupation and attention. Anxiety Research, 1, 3–7. doi:10.1080/10615808808248215
Sarason, S. B., & Mandler, G. (1952). Some correlates of test anxiety. Journal of Abnormal Psychology, 47(4), 810–817. doi:10.1037/h0060009
Schwarzer, R. (1984). Worry and Emotionality as Separate Components in Test Anxiety. Applied Psychology, 33(2), 205–220. doi:10.1111/j.1464-0597.1984.tb01429.x
Shevlin, M., & Miles, J. N. V. (1998). Effects of sample size, model specification and factor loadings on the GFI in confirmatory factor analysis. Personality and Individual Differences 25, 85–90. doi:10.1016/s0191-8869(98)00055-5
Sieber, J. E., O’Neil Jr., H. F., & Tobias, S (1977). Anxiety, learning and instruction. Hillsdale, NJ: Erlbaum.
Spielberger, C. D., Gonzalez, H. P., Taylor, C. J., Anton, E. D., Algaze, B., Ross, G. R., & Westberry, L. G. (1980). Manual for the Test Anxiety Inventory (“Test Attitude Inventory”). Redwood City, CA: Consulting Psychologists Press.
Suinn, R. M. (1969). The STABS, a measure of test anxiety for behavior therapy: Normative data. Behaviour Research and Therapy, 7(3), 335–339. doi:10.1016/0005-7967(69)90018-7
Wine, J. (1982). Evaluation anxiety: A cognitive-attentional construct. In H. W. Krohne & L. Laux (Eds.), Achievement, stress, and anxiety (pp. 207–209). Washington, DC: Hemisphere.
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.
Zeidner, M., & Matthews, G. (2011). Anxiety 101. New York: Springer Publishing.
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
Bollen, K. A., & Stine, R. A. (1992). Bootstrapping goodness-of-fit measures in structural equation models. Sociological Methods and Research, 21, 205–229. doi:10.1177/0049124192021002004
Byrne, M. B. (2010). Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming (2nd ed.). New York: Routledge.
Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295. doi:10.1006/ceps.2001.1094
Deffenbacher, J. L. (1980). Worry and emotionality in test anxiety. In I. G. Sarason (Ed.), Test anxiety (111-128). Hillsdale, N.J.: LEA.
Depreeuw, E., & De Neve, H. (1992). Test anxiety can harm your health: Some conclusions based on a student typology. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Series in health psychology and behavioral medicine. Anxiety: Recent developments in cognitive, psychophysiological, and health research (pp. 211–228). Washington, DC: Hemisphere. doi:10.1002/per.400
Fan, X., Wang, L., & Thompson, B. (1999). Effects of Sample Size, Estimation Methods, and Model Specification on Structural Equation Modeling Fit Indexes. Structural Equation Modeling, 6(1), 56–83. doi:10.1080/10705519909540119
Hodapp, V., & Benson, J. (1997). The multidimensionality of test anxiety: A test of different models. Anxiety, Stress, & Coping: An International Journal, 10(3), 219–244. doi:10.1080/10615809708249302
Hodapp, V., Glanzmann, P. G., & Laux, L. (1995). Theory and measurement of test anxiety as a situation specific trait. In C. D. Spielberger & P. R. Vagg (Eds.), Test Anxiety. Theory, Assessment, and Treatment (pp. 47–58). London: Taylor & Francis.
Hu, L., & Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6(1), 1–55. doi:10.1080/10705519909540118
Jelić, D., Popov, B. i Sretković, T. (2014). Psihometrijske karakteristike PHCC upitnika ispitne ankioznosti. Primenjena psihologija, 7(1), 23–44. doi:10.19090/pp.2014.1.23-44
Jöreskog, K. G., & Sörborn, D. (1984). LISREL VI users guide (3rd ed.). Moorsvilfe, IN: Scientific Software.
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
Lazarus, R. S. (1999). A new synthesis: Stress and emotion. New York: Springer Publishing Company.
Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20, 975–978. doi:10.2466/pr0.1967.20.3.975
Mandler, G., & Sarason, S. B. (1952). A study of anxiety and learning. Journal of Abnormal Psychology, 47(2), 166–173. doi:10.1037/h0062855
Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and emotional components of anxiety: literature review and a revised worry-emotionality scale. Journal of Educational Psychology, 73(4), 541–555. doi:10.1037//0022-0663.73.4.541
Nasser, F., & Takahashi, T. (2003). The Effect of Using Item Parcels on Ad Hoc Goodness-of-Fit Indexes in Confirmatory Factor Analysis: An Example Using Sarason's Reactions to Tests. Applied Measurement in Education, 16(1), 75–97. doi:10.1207/s15324818ame1601_4
Nist, P., & Diehl, M. (1990). Test Anxiety Questionnaire. Retrieved from: http://web.ccsu.edu/fye/teachingresources/pdfs/test%20anxiety%20questionnaire.pdf
Pekrun, B., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress, and Coping, 17, 287–316. doi:10.1080/10615800412331303847
Powers, D. E. (2001). Test anxiety and test performance: Comparing paper-based and computer-adaptive versions of the graduate record examination (GRE) general test. Journal of Educational Computing Research, 24, 249–273. doi:10.2190/680w-66cr-qrp7-cl1f
Ringeisen, T. (2008). Emotions and coping during exams: A dissection of cultural variability by means of the tripartite self-construal model. Münster: Waxmann.
Ringeisten, T, & Buchwald, P. (2010). Test Anxiety and Positive and Negative Emotional States during an Examination. Cognition, Brain, Behavior: An Interdisciplinary Journal, 14(4), 431–447.
Sarason, I. G. (1978). The Test Anxiety Scale: Concept and research. In C. D. Spielberger & I. G. Sarason (Eds.), Stress and anxiety, Vol. 5 (pp. 193–216). Washington, DC: Hemisphere.
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: reactions to tests. Journal of Personality and Social Psychology, 46(4), 929–938. doi:10.1037//0022-3514.46.4.929
Sarason, I. G. (1988). Anxiety, self-preoccupation and attention. Anxiety Research, 1, 3–7. doi:10.1080/10615808808248215
Sarason, S. B., & Mandler, G. (1952). Some correlates of test anxiety. Journal of Abnormal Psychology, 47(4), 810–817. doi:10.1037/h0060009
Schwarzer, R. (1984). Worry and Emotionality as Separate Components in Test Anxiety. Applied Psychology, 33(2), 205–220. doi:10.1111/j.1464-0597.1984.tb01429.x
Shevlin, M., & Miles, J. N. V. (1998). Effects of sample size, model specification and factor loadings on the GFI in confirmatory factor analysis. Personality and Individual Differences 25, 85–90. doi:10.1016/s0191-8869(98)00055-5
Sieber, J. E., O’Neil Jr., H. F., & Tobias, S (1977). Anxiety, learning and instruction. Hillsdale, NJ: Erlbaum.
Spielberger, C. D., Gonzalez, H. P., Taylor, C. J., Anton, E. D., Algaze, B., Ross, G. R., & Westberry, L. G. (1980). Manual for the Test Anxiety Inventory (“Test Attitude Inventory”). Redwood City, CA: Consulting Psychologists Press.
Suinn, R. M. (1969). The STABS, a measure of test anxiety for behavior therapy: Normative data. Behaviour Research and Therapy, 7(3), 335–339. doi:10.1016/0005-7967(69)90018-7
Wine, J. (1982). Evaluation anxiety: A cognitive-attentional construct. In H. W. Krohne & L. Laux (Eds.), Achievement, stress, and anxiety (pp. 207–209). Washington, DC: Hemisphere.
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.
Zeidner, M., & Matthews, G. (2011). Anxiety 101. New York: Springer Publishing.
