Psychometric Characteristics of the Original and Brief Version of the Penn State Worry Questionnaire (PSWQ) in Mexican Samples.

BACKGROUND: In the XXI century anxiety disorders have become the most prevalent in Mexico, excessive worry is one of the first features that allows its identification. Have a valid and reliable instrument to assess the pathological worry is essential to identify the disorder from the beginning. METHOD: The aim of this study was to analyze the psychometric properties of the Penn state worry questionnaire (PSWQ) in the four different versions used in clinical contexts in Spanish-speaking countries: the original scale (PSWQ-16), the direct form of the scale (PSWQ-16D) and two abbreviated versions (PSWQ-11 y PSWQ-8). A total of 2,267 participants were given those versions of the questionnaire. RESULTS: Our results suggest that the original scale (16 items) fits to two related factors model. However, the analysis of the PSWQ version with all the items in its direct form and short versions (11 and 8 direct items), together with other arguments indicate that it is more convenient to conceive a one dimensional construct. Besides high internal consistency and test-retest reliability, and adequate concurrent and discriminant validity. CONCLUSIONS: Results suggest use of the short versions (11 and 8 direct items) which shows a one-dimensional structure and the best goodness of fit indices. Results are discussed and future research are suggested.

Metacognitions, worry and attentional control in predicting OSCE performance test anxiety.

OBJECTIVES: This study investigated the applicability of the self-regulatory executive functioning (S-REF) model to performance test anxiety (PTA) in objective structured clinical examinations (OSCEs). Specifically, it examined the relative contributions of metacognitive beliefs, trait worry and attentional control to PTA. METHODS: A cross-sectional design was used. Immediately prior to their formative Communication for Clinical Practice OSCE, 240 Year 1 medical students completed the following self-report questionnaires: the Metacognitions Questionnaire-30 (MCQ-30); the Penn State Worry Questionnaire (PSWQ); the Attentional Control Scale (ACS), and the Performance Test Anxiety questionnaire (PTA). RESULTS: Univariate analysis indicated that female students scored significantly more highly than male students on the MCQ-30 subscale for negative beliefs about the uncontrollability and danger of worry, the MCQ-30 subscale for cognitive confidence and the PSWQ subscale for trait worry. Partial correlations (controlling for gender) showed that metacognitions, worry and attentional control were significantly correlated with PTA. Multiple regression analyses showed that worry and negative beliefs about the uncontrollability and danger of worry were independent predictors of PTA in both male and female students, whereas attention focus was an independent predictor only in male students. CONCLUSIONS: The findings support predictions derived from the S-REF model that metacognitive beliefs, trait worry and attentional control processes underlie the onset and maintenance of PTA.

Is test anxiety a peril for students with intellectual disabilities?

Test anxiety is one of the most confronting issues in modern times with the increase in the number of standardised and high-stakes testing. Research has established that there is a direct link between test anxiety and cognitive deficits. The aim of this study is to determine the test anxiety scores of the students with intellectual disabilities in South Australia. It also provided insights into the reasons for high-test anxiety in the participants under study. The Spielberger's Test Anxiety Questionnaire was administered on students with intellectual disabilities in stage 1. Interviews were conducted with participants with intellectual disabilities, parents and teachers in stage 2. Questionnaire findings revealed that the majority of the adolescent females and males and all adult females with intellectual disabilities had high test anxiety scores. However, the majority of adult males with intellectual disabilities obtained moderate test anxiety scores. In the worry and emotionality subscales, it was also found that the majority of adolescents and adults with intellectual disabilities were found to score high. The high test anxiety scores have been justified by the interview responses obtained from the three groups of respondents. A number of factors have been identified to be the major predictors of test anxiety in students with intellectual disabilities.

[Changes in psychological stress after interventions in children and adolescents with mathematical learning disabilities]. / Veränderungen psychischer Belastung durch die Förderung von rechenschwachen Kindern und Jugendlichen.

OBJECTIVE: The present study examined the effects of the Waterglass Intervention Program on children with mathematical learning disabilities compared to dyscalculic children who received private tutoring. METHOD: In a pre-post-control group design, N = 46 children (age 7-12) and their parents were questioned about changes in test anxiety, school reluctance, anxiety disorder, and internal and external abnormality. RESULTS: Children who attended the Waterglass Intervention Program reported a higher reduction of test anxiety, school reluctance, and attention problems. A trend toward a higher reduction of the CBCL-score was also found. These changes were mediated by the changes in math school grades. Furthermore, results showed that more children showed internal disorders than would be expected. CONCLUSIONS: An intervention specific for children with mathematical learning disabilities has positive effects on the psychological stress level of these children. Further research is required to investigate the mechanisms related to these changes and the effects on mathematical achievement.

Remembering the silver lining: reappraisal and positive bias in memory for emotion.

Reappraisal and distraction, unlike suppression, are known to decrease the intensity of negative emotion in the short term. Little is known about long-term characteristics associated with emotion regulation strategies, however. In a longitudinal study, we examined the relation between the strategies people reported using to regulate emotions during a stressful situation and their later memory for their emotions. Students in Italy rated the intensity of positive and negative emotions they were experiencing as they prepared for their high school exit exam. They also rated the extent to which they were regulating emotion using reappraisal, distraction, and suppression. Six weeks later, students recalled their pre-exam emotions. The more students reported engaging in reappraisal before the exam, the more they overestimated positive emotion and underestimated negative emotion when recalling their experience. The association between reported reappraisal and memory bias was partially mediated by positive changes over time in students' appraisals of the exam preparation experience. Reports of engaging in distraction and suppression were not associated with memory bias. Because remembered emotion guides future choices, these findings suggest that reappraisal is a highly adaptive strategy for coping with stressful situations, not only in the short run, but also in the long run.

Assessing acute stress with the Implicit Association Test.

Assessments of acute stress using self-report questionnaires can be biased by various factors, including social desirability. The present study used a bias-free method, the Implicit Association Test (IAT), to assess stress. Unlike a previous study (Schmukle & Egloff, 2004) in which acute stress was not detected with the IAT, this study manipulated stress by generating test anxiety and threatening self-esteem. The results revealed that the IAT effect was greater in the high-stress group than in the low-stress group. Participants in the high-stress group associated their concept of self with the concept of anxiety more strongly than did those in the low-stress group. This result suggests that the IAT is a sensitive measure for detecting group differences in acute stress.

Students perceived stress in academic programs: consequences for its management.

BACKGROUND: Academic stress contributes to the deterioration of the students' quality of life. Psychological determinants involved in the stress process, trait anxiety and coping, have been neglected when assessing the role of academic programs in stress. This study aimed at determining whether academic programs are associated with a high level of perceived stress above and beyond potential personal and environmental risk factors, as well as coping strategies. METHODS: A cross-sectional survey was conducted in 2009 among third-year medical (total n=170, participants 88%), dental (n=63, 94%), psychology (n=331, 61%) and sports sciences (n=312, 55%) students in Montpellier (France). The stress level experienced during the last 2months, trait anxiety and coping strategies were appraised. Substance use, psychological care, and stress triggers were also collected using a self-administered questionnaire. RESULTS: Compared with medicine and after adjusting for gender and age, only the sports program was associated with a lower perceived stress risk: adjusted odds ratio: 0.54 [95% Confidence interval: 0.30; 0.99]. Substantial reductions in perceived stress risks were observed in science students after additional adjustments for non-academic stress triggers, substance use, psychological care (adjusted odds ratio: 0.20 [95% Confidence interval: 0.09; 0.41]), and also for trait anxiety and coping strategies (adjusted odds ratio: 0.23 [95% Confidence interval: 0.10; 0.54]). Compared with medicine and after these additional adjustments, psychology had a significantly lower perceived stress risk (0.34 [0.18; 0.64]; 0.40 [0.19; 0.86], respectively), dentistry had a similar risk (0.82 [0.35; 1.91]; 0.53 [0.20; 1.43], respectively). CONCLUSION: Sports and psychology programs had a lower perceived stress risk compared with medicine. Personal and environmental risk factors and coping strategies modified the association between academic program and perceived stress. Developing efficient coping strategies in students and improving academic environment could contribute to prevent the potential deleterious consequences of stress.

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

BACKGROUND: Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. AIM: To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. SAMPLE: Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. RESULTS: Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. CONCLUSION: These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety.

Academic self-concept, learning motivation, and test anxiety of the underestimated student.

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students.

Teachers' use of fear appeals in the mathematics classroom: worrying or motivating students?

AIM. This study examined whether teachers' use of fear appeals in the classroom, attempts to motivate students to perform well in high-stakes examinations by highlighting the educational, and/or occupational consequences of failure did indeed motivate students or whether it contributed to an increase in worry, anxiety, and fear of failure. SAMPLE. A total of 132 secondary school students. METHOD. Self-report data were collected for teachers' use of fear appeals, test anxiety, and achievement goals in the context of Mathematics at the end of Years 10 and 11, the final 2 years of compulsory schooling. RESULTS. The frequency with which teachers were reported to make fear appeals was unrelated to future test anxiety and achievement goals. When fear appeals were perceived to be threatening, however, they were related to an increase in the worry and tension components of test anxiety and increases in performance-avoidance and mastery-approach goals. CONCLUSION. Fear appeals appear to have competing positive and negative outcomes, resulting in both anxiety and a fear of failure, and a mastery-approach goal.

Personal and situational predictors of test anxiety of students in post-compulsory education.

BACKGROUND: Recent models of evaluation anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of test anxiety, but do not theorize a route for situational influences. AIM: To investigate the relationship between test anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals. SAMPLE: One-hundred and seventy five students at a sixth-form college following pre-degree courses in Psychology and Sociology. METHOD: Self-report data were collected for test anxiety, personal achievement goals, academic self-concept, perceived test competence, teachers' achievement goals, and parental pressure/support. Relationships were examined through correlational and regression analyses. RESULTS: The relationship between test anxiety and personal knowledge beliefs differed for the various components of test anxiety. A mastery-avoidance goal was related to worry and tension, and a performance-approach goal to bodily symptoms. Perceived academic competence was related to worry and tension. Parental pressure was associated with stronger worry and test-irrelevant thinking components directly, and with a stronger bodily symptoms component indirectly through a performance-approach goal. Teachers' performance-avoidance goals were related to worry, tension, and bodily symptoms indirectly through personal performance-avoidance goals, and in the case of bodily symptoms additionally through a performance-approach goal. CONCLUSION: Findings provide partial support for the self-regulatory model of test anxiety suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between test anxiety and achievement goals.

Validation of a TAI Short Form with an adolescent sample.

Although test anxiety is increasingly used in research with multiple constructs, it is not always possible to administer a lengthy scale to measure it. Taylor and Deane (2002) developed a 5-item short form of the 20-item Test Anxiety Inventory (TAI; see Spielberger, Gonzalez, Taylor, Algaze, & Anton, 1978). Although evidence of reliability and validity was good, there were several limitations, including the age and gender of the sample, and the lack of data obtained with the short form rather than the original TAI. The current study attempts to address those limitations and augment previous results with additional types of validity evidence (i.e., coefficients of divergent validity and exploratory factor analysis) in a sample of 152 seventh- and eighth-graders. Results were high reliability (.86) and good evidence of multiple facets of validity. Previous results were confirmed and extended for adolescents and for use in applied psychological and educational settings.

[The relationship between test anxiety and personality, self-esteem in grade one senior high students].

OBJECTIVE: To explore the relationship between test anxiety and personality, self-esteem in grade one senior high school students. METHODS: Totally 538 senior high school students of grade one were investigated by Test Anxiety Scale (TAS), Eysenck Personality Questionnaire (EPQ) and Self-Esteem Scale (SES) in a Senior High School in Shandong Province. RESULTS: The prevalence of test anxiety among all the surveyed students was rated 65.2%. The Psychoticism (P) (51.60 +/- 9.66) or Neuroticism (N) (51.57 +/- 10.75) factor score of EPQ in students with test anxiety was significantly higher than that in students without test anxiety (48.07 +/- 8.62, 45.65 +/- 10.14) (P < 0.001), while the Extroversion or Introversion (E) score (50.76 +/- 11.09) was on the contrary (53.68 +/- 11.60) (P < 0.01). The total score of TAS was significantly positively related to the P (r = 0.14) and N (r = 0.36) factor score and significantly negatively related to the E factor score of EPQ (r = -0.15) (P < 0.001). The prevalence of test anxiety in introversive students (72.3%) was higher than that in extroversive students (53.2%) (P < 0.05), and that in students with unstable emotion (81.4%) and in students with apparent psychoticism (84.1%) were also higher than that in those with stable emotion (41.0%) and in those without psychoticism (57.7%) (P < 0.01). The total score of SES in students with test anxiety (29.12 +/- 4.41) was significantly lower than that in students without test anxiety (30.29 +/- 4.25) (P < 0.01). The total score of TAS was significantly negatively related to the total score of SES (r = -0.23) (P < 0.001). CONCLUSION: Test anxiety should be related to the personality and self-esteem, and the prevalence of test anxiety in introversive, unstable emotional, apparent psychoticism or low self-esteem students should be higher.

Lifetime and 12-Month Nonsuicidal Self-Injury and Academic Performance in College Freshmen.

We examined whether nonsuicidal self-injury (NSSI) is associated with academic performance in college freshmen, using census-based web surveys (N = 7,527; response = 65.4%). NSSI was assessed with items from the Self-Injurious Thoughts and Behaviors Interview and subsequently linked with the administratively recorded academic year percentage (AYP). Freshmen with lifetime and 12-month NSSI showed a reduction in AYP of 3.4% and 5.9%, respectively. The college environment was found to moderate the effect of 12-month NSSI, with more strongly reduced AYPs in departments with higher-than-average mean departmental AYPs. The findings suggest that overall stress and test anxiety are underlying processes between NSSI membership and academic performance.

GABA-benzodiazepine receptor function in alcohol dependence: a combined 11C-flumazenil PET and pharmacodynamic study.

RATIONALE: Gamma-aminobutyric acid (GABA)-benzodiazepine receptor function is hypothesised to be reduced in alcohol dependence. OBJECTIVES: We used positron emission tomography (PET) with [11C]flumazenil, a non-selective tracer for brain GABA-benzodiazepine (GABA-BDZ) receptor binding, to determine in vivo the relationship between BDZ receptor occupancy by an agonist, midazolam, and its functional effects. METHODS: Abstinent male alcohol dependent subjects underwent [11C]flumazenil PET to measure occupancy of BDZ receptors by midazolam whilst recording its pharmacodynamic effects on behavioural and physiological measures. Rate constants describing the exchange of [11C]flumazenil between the plasma and brain compartments were derived from time activity curves. RESULTS: A 50% reduction in electroencephalography (EEG)-measured sleep time was seen in the alcohol dependent group despite the same degree of occupancy by midazolam as seen in the control group. The effects of midazolam on other measures of benzodiazepine receptor function, increasing EEG beta1 power and slowing of saccadic eye movements, were similar in the two groups. No differences in midazolam or flumazenil metabolism were found between the groups. CONCLUSIONS: In summary, our study suggests that alcohol dependence in man is associated with a reduced EEG sleep response to the benzodiazepine agonist, midazolam, which is not explained by reduced BDZ receptor occupancy, and is consistent with reduced sensitivity in this measure of GABA-BDZ receptor function in alcohol dependence. The lack of change in other functional measures may reflect a differential involvement of particular subtypes of the GABA-BDZ receptor.

[Effects of self-concept on test anxiety level among sophomores in a medical college].

OBJECTIVE: To explore the effects of self-concept on the test anxiety among sophomores in a medical college. METHODS: Using the test anxiety questionnaire and English-learning self-concept scale, we examined the relationship between test anxiety and self-concept of the sophomores in a medical college. RESULTS: All the dimensions of self-concept were significantly related to test anxiety, among which the general self-concept, academic self-concept and English-learning self concept were important factors. CONCLUSION: Enhancement of general self-concept, academic self-concept and English-learning self concept are effective means to alleviate test anxiety of the students.

The relationships among ADHD, self-esteem, and test anxiety in young adults.

OBJECTIVE: The comorbidity of adult ADHD with test anxiety (TA) has not been previously reported. This comorbidity can potentially affect clinical and academic interventions among individuals with ADHD. The present study investigated the relationships among ADHD, self-esteem, and three subscales of TA among young adults: Cognitive Obstruction, Social Derogation, and Tenseness. METHOD: A total of 25 female participants diagnosed with ADHD and 30 female controls without ADHD of comparable age and education completed an Online Continuous Performance Test, an ADHD questionnaire, a self-esteem inventory, and a TA questionnaire. RESULTS: Participants with ADHD exhibited significantly higher levels of TA on all three subscales and lower levels of self-esteem compared with controls. Self-esteem served as a partial mediator between ADHD and cognitive obstruction TA and as a full mediator between ADHD and social derogation TA, but had no mediation effect in the relationships between ADHD and tenseness TA. CONCLUSION: The findings of this study suggest that TA, well known to affect success on tests, is correlated with ADHD. Therefore, interventions for ADHD should include components aimed at reducing TA.

Social phobia and overanxious disorder in school-age children.

Epidemiological data indicate that, based on current diagnostic criteria, anxiety disorders are the most common childhood disorders. Furthermore, the comorbidity rate among the various diagnostic categories is quite high, and relatively little attention has been given to delineating the specific and distinct parameters of these disorders. The current study examined the characteristics of overanxious disorder and social phobia by comparing children who have these disorders to matched normal controls. The results indicated that children with social phobia could be differentiated from the other groups, based on self-report inventories, daily diary data, and a psychophysiological assessment. However, there were few variables that distinguished overanxious children. The results provide strong support for the diagnostic validity of social phobia in children but lesser support for overanxious disorder as currently defined.