Test Anxiety, Wellbeing, Generalised Anxiety, Panic

Data were collected from 918 participants aged 13-19 years from 8 secondary schools/ sixth form colleges (academic track upper secondary education), located in England and Wales, in a cross-sectional design. Data were collected electronically and participants were prompted if they had missed a question hence there were no missing data. Test anxiety was measured using the 16-item Multidimensional Test Anxiety Scale (Putwain et al., 2020). School-Related Wellbeing measured using the six-item School-Related Wellbeing Scale (Loderer et al., 2016). Generalized Anxiety and Panic were measured using the sub-scales from the Revised Children’s Anxiety and Depression Scale (Chorpita et al., 2005). In addition socio-demographic data was collected for gender (male, female, or prefer not to say), age, year group (The English/ Welsh equivalent of Grade), ethnic heritage (Asian, Black, White, Other, or mixed heritage - any combination of the other categories) and eligibility for free school meals (a proxy for low income; yes or no). Data were saved as an SPSS .sav file (that includes all items for the above scales, response ranges and anchors, and the categorical coding for the aforementioned socio-demographic data. Research questions were as follows: 1. Does the MTAS demonstrate measurement invariance for gender, age and free school meals? 2. How does the test anxiety relate to school-related wellbeing, and symptoms of generalized anxiety and panic? We hypothesised that text anxiety would be negatively related to school-related wellbeing and positively related to generalized anxiety and panic. 3. Can a cut score for the MTAS be reliably established to predict clinical significance for generalized anxiety and panic? 4. How closely are the items for text anxiety, school-related wellbeing, generalized anxiety, and panic related? References Chorpita, B. F., Moffitt, C., & Gray, J. (2005). Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample. Behaviour Research and Therapy, 43, 309-322. https://doi.org/10.1016/j.brat.2004.02.004 Loderer, K., Vogl, E., & Pekrun, R. (2016, August 24-27). Students’ well-being at school revisited: Development and initial validation of a unidimensional self-report scale [Conference session]. International Conference on Motivation (ICM), Thessaloniki, Greece. http://www.psy.auth.gr/el/conference/programme. Putwain, D.W., von der Embse, N.P., Rainbird, E.C., & West, G. (20209). The development and validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment. Advance online pulication, https://doi.org/10.1027/1015-5759/a000604本数据集的研究对象为来自英格兰与威尔士8所中学/第六学级学院（学术轨道高级中等教育阶段）的918名13至19岁参与者，研究采用横断面设计。数据以电子形式采集，若参与者出现漏答题目情况，系统会予以提示，因此本数据集无缺失数据。 考试焦虑采用16条目多维考试焦虑量表（Multidimensional Test Anxiety Scale, MTAS）进行评估（Putwain等，2020）。学校相关幸福感采用6条目学校相关幸福感量表（School-Related Wellbeing Scale）进行评估（Loderer等，2016）。广泛性焦虑与惊恐症状则采用修订版儿童焦虑抑郁量表（Revised Children’s Anxiety and Depression Scale, RCADS）的子量表进行评估（Chorpita等，2005）。 此外，本研究还收集了参与者的社会人口学信息，包括性别（"男、女或不愿透露"）、年龄、年级（英格兰/威尔士对应学制的年级）、族裔（"亚裔、黑人、白人、其他或混合族裔——即上述类别的任意组合"），以及是否具备免费校餐资格（作为低收入水平的代理指标，选项为"是"或"否"）。 所有数据以SPSS .sav格式保存，该文件包含上述各量表的全部条目、作答范围与锚点，以及前述社会人口学数据的分类编码。 本研究的研究问题如下： 1. 多维考试焦虑量表（MTAS）在性别、年龄及免费校餐资格群体中是否具备测量不变性？ 2. 考试焦虑与学校相关幸福感、广泛性焦虑及惊恐症状之间存在何种关联？本研究假设考试焦虑与学校相关幸福感呈负相关，与广泛性焦虑及惊恐症状呈正相关。 3. 是否能够可靠地建立多维考试焦虑量表（MTAS）的划界分，以预测广泛性焦虑及惊恐症状的临床意义？ 4. 考试焦虑、学校相关幸福感、广泛性焦虑及惊恐症状的条目之间存在何种程度的关联？ 参考文献 Chorpita, B. F., Moffitt, C., & Gray, J. (2005). 修订版儿童焦虑抑郁量表在临床样本中的心理测量学特性. 行为研究与治疗, 43, 309-322. https://doi.org/10.1016/j.brat.2004.02.004 Loderer, K., Vogl, E., & Pekrun, R. (2016, 8月24-27日). 重新审视学生在校幸福感：单维度自陈量表的编制与初步验证[会议报告]. 国际动机大会（ICM）, 希腊塞萨洛尼基. http://www.psy.auth.gr/el/conference/programme. Putwain, D.W., von der Embse, N.P., Rainbird, E.C., & West, G. (2020). 新版多维考试焦虑量表（MTAS）的编制与验证. 欧洲心理评估期刊, 提前在线出版. https://doi.org/10.1027/1015-5759/a000604