| This study set out to determine whether the four-factor construct of Test Anxiety (TA), derived from student self-ratings, could be applied in a mulit-informant assessment system, including students, parents and teachers. A sample of Canadian adolescent junior and senior high students served as participants, thereby testing the four-factor model on a new group of students. Confirmatory Factor Analyses demonstrated adequate fit for the four-factor model across all informants with a reduced item version of the German Test Anxiety Inventory (TAI-G). Demographic variables associated with sex, age, grade, and significantly elevated TA were subsequently analyzed, supporting previously established demographic patterns within the four-factor model of TA. This study also set out to investigate the relationships between school-based stress and TA. Subsequent correlational and multiple regression analyses demonstrated consistent relationships between general school stress and TA, thereby supporting the utility of the Transactional Model of Stress and Coping as a general framework for understanding TA. Furthermore, these findings help identify important school stress variables that contribute to the development of TA, thereby providing direction toward the development of appropriate and efficacious intervention. |
