The test-taking expectations scale: Psychometric properties and relations with test anxiety |
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| Authors: | Louise R. Alexitch Kirk R. Blankstein Gordon L. Flett |
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| Affiliation: | 1. University of Houston, Department of Psychology, Houston, TX, United States;2. Legacy Community Health, Houston, TX, United States;3. The University of Texas MD Anderson Cancer Center, Department of Behavioral Science, Houston, TX, United States;1. Department of Neurology, University of New Mexico Health Sciences Center, Albuquerque, NM, United States;2. Clinical and Translational Science Center, University of New Mexico Health Sciences Center, Albuquerque, NM, United States;3. Department of Cell Biology and Physiology, University of New Mexico Health Sciences Center, Albuquerque, NM, United States;1. Department of Cognitive Science, Macquarie University, Australia;2. ARC Centre of Excellence in Cognition and its Disorders, Australia;3. School of Psychology and Speech Pathology, Curtin University, Australia |
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| Abstract: | The present research examined the psychometric properties of the Test-Taking Expectations Scale (TTES), an individual difference measure of unrealistic test-taking expectations. The present research also examined the relations among a revised measure and (a) Sarason's (1984) multi-component test-anxiety measure, (b) academic performance as indexed by actual course grades, and (c) verbal ability as indexed by scores on a vocabulary measure. Reliability and factor analyses employing initial and cross-validation samples revealed that four TTES items have low item-total correlations. The revised TTES, compared to the original measure, was found to be internally consistent, more factorially ‘pure’, and strongly correlated with test anxiety, particularly with tension and worry components. Although the revised TTES did not correlate significantly with measures of academic performance and vocabulary ability, regression analyses showed that the test anxiety and vocabulary measures did predict actual academic performance. |
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