Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/100641
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dc.contributor.authorLowe, Patricia A.en
dc.contributor.authorAng, Rebecca P.en
dc.date.accessioned2013-08-29T07:16:35Zen
dc.date.accessioned2019-12-06T20:25:48Z-
dc.date.available2013-08-29T07:16:35Zen
dc.date.available2019-12-06T20:25:48Z-
dc.date.copyright2012en
dc.date.issued2012en
dc.identifier.citationLowe, P. A.,& Ang, R. P. (2012). Cross-cultural examination of test anxiety among US and Singapore students on the Test Anxiety Scale for Elementary Students (TAS-E). Educational Psychology, 32(1), 107-126.en
dc.identifier.urihttps://hdl.handle.net/10356/100641-
dc.identifier.urihttp://hdl.handle.net/10220/13255en
dc.description.abstractIn the present study, the similarity of the factor structure of the Test Anxiety Scale for Elementary Students (TAS-E) and cultural and gender differences in test anxiety were examined in a sample of 1322 US and Singapore elementary students. The similarity of the factor structure of the TAS-E, a measure of test anxiety, was examined to determine whether the same test score interpretation could be made across culture and gender. Coefficient of congruence and salient variable similarity index values indicated that the pairs of matched factors (Physiological Hyperarousal, Social Concerns, Task Irrelevant Behaviour, Worry and Total Test Anxiety factors) of the TAS-E were similar across culture and gender. Results of a 2 2 ANOVA and 2 2 MANOVA with follow-up ANOVAs revealed that Singapore males scored higher than US males and US females scored higher than Singapore females on the TAS-E Total Test Anxiety scale and the Physiological Hyperarousal subscale. Singapore males also scored higher than US males on the TAS-E Worry subscale. Implications of the findings are discussed.en
dc.language.isoenen
dc.relation.ispartofseriesEducational psychologyen
dc.titleCross-cultural examination of test anxiety among US and Singapore students on the Test Anxiety Scale for Elementary Students (TAS-E)en
dc.typeJournal Articleen
dc.contributor.schoolSchool of Humanities and Social Sciencesen
dc.identifier.doi10.1080/01443410.2011.625625en
item.fulltextNo Fulltext-
item.grantfulltextnone-
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