Test Anxiety Scale – Chinese Version

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Description

The concept of exam anxiety has not reached a consensus in the academic community. Although various scholars have conducted rich research on exam anxiety, there is still no uniform explanation or definition. The main points from the collected literature are as follows: Researchers abroad were the first to study it, primarily exploring it from the perspectives of context and cognition. Edward (1944) was the first to describe exam anxiety (Examination anxiety) as a negative state of anxiety that arises around examinations but does not occur frequently. B and G (1952) believed that exam anxiety (Test anxiety) is an emotional state that an individual experiences under specific circumstances, influenced by situational factors. B. Sarason posited that exam anxiety (Test anxiety) refers to a state of unease, discomfort, fear, or tension that may arise when a person realizes their performance will be evaluated. The manifestation of exam anxiety depends on the level of exam anxiety, the situation that triggers it, and individual response styles. Exam anxiety typically diminishes students’ performance in complex learning and problem-solving (1966). E., I., and Leon (1970) emphasized the impact of situational factors on exam anxiety and believed that it is a situationally induced reaction to expectations regarding exam results. Sarason underscored the individual’s cognitive or intellectual aspects, positing that exam anxiety stems from a fear of failure. In summary, despite the varying interpretations of the concept of exam anxiety by different foreign researchers, they all emphasize two points: the significance of situational factors and the role of individual cognition or intelligence.

Authors and Contact Email

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Purpose

To explore the phenomenon of exam anxiety and its potential influencing factors.

Test Year

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Administration Method and Scoring

The Test Anxiety Scale (TAS) presents 37 statements that describe individuals’ feelings about taking exams. Respondents are asked to read each statement and indicate their actual feelings by selecting “yes” or “no” and marking it with a check (√). There are no right or wrong answers; the aim is for respondents to be as honest as possible and respond quickly without omissions.

Reliability and Validity

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Factors and Subscales

External influencing factors were primarily explored, including aspects of social environment, school education, and family education, closely examining elements such as parental expectations, teacher expectations, and classroom environment. Factors influencing exam anxiety emerge from the interaction of individuals’ genetic traits, psychological factors, family influences, and social factors.

Keywords

Exam anxiety, Test Anxiety Scale, situational factors, individual cognition, influencing factors

Items in Chinese

1. 当一次重大考试就要来临时，我总在想别人比我聪明得多。
2. 如果我将要做一次智能测试，在做之前我会非常焦虑。
3. 如果我知道将会有一次智能测试，在此之前我感到很自信很轻松。
4. 参加重大考试时，我会出很多汗。
5. 考试期间，我发现自己总在想一些和考试内容无关的事。
6. 当一次突然袭击式的考试来到时，我感到很怕。
7. 考试期间我经常想到会失败。
8. 重大考试后我经常感到紧张，以至胃不舒服。
9. 我对智能和期末考试之类的事总感到发怵。
10. 在一次考试中取得好成绩似乎并不能增加我在第二次考试中的信心。
11. 在重大考试期间我有时感到心跳很快。
12. 考试结束后我总觉得可以比实际上做得更好。
13. 考试完毕后我总感到很抑郁。
14. 每次期末考试之前，我总有一种紧张不安的感觉。
15. 考试时，我的情绪反应不会干扰我考试。
16. 考试期间我经常很紧张，以至本来知道的东西也忘了。
17. 复习重要的考试对我来说似乎一个很大的挑战。
18. 对某一门考试，我越努力复习越感到困惑。
19. 某门考试一结束，我试图停止有关担忧，但做不到。
20. 考试期间我有时会想我是否能完成学业。
21. 我宁愿写一篇作文，而不是参加一次考试，作为某门课程的成绩。
22. 我真希望考试不要那么烦人。
23. 我相信如果我单独参加考试而且没有时间限制的话，我会考得更好。
24. 想着我在考试中能得多少分，影响了我的复习和考试。
25. 如果考试能废除的话，我想我能学得更好。
26. 我对考试抱这样的态度：虽然我现在不懂，但我并不担心。
27. 我真不明白为什么有些人对考试那么紧张。
28. 我很差劲的想法会干扰我在考试中的表现。
29. 我复习期末考试并不比复习平时考试更卖力。
30. 尽管我对某门考试复习很好，但我仍然感到焦虑。
31. 在重大考试前，我吃不香。
32. 在重大考试前我发现我的手臂会颤抖。
33. 在考试前我很少有“临时抱佛脚”的需要。
34. 校方应认识到有些学生对考试较为焦虑，而这会影响他们的考试成绩。
35. 我认为考试期间似乎不应该搞得那么紧张。
36. 一接触到发下的试卷，我就觉得很不自在。
37. 我讨厌老师喜欢搞“突然袭击”式考试的课程。

Items in English

1. When a major exam is approaching, I constantly think that others are much smarter than I am.
2. If I am going to take an intelligence test, I become very anxious before doing so.
3. If I know there will be an intelligence test, I feel very confident and relaxed beforehand.
4. I sweat a lot when participating in a major exam.
5. During the exam, I find myself thinking about irrelevant matters.
6. When a surprise exam comes, I feel scared.
7. I often think about failure during the exam.
8. After a major exam, I often feel tense to the point of stomach discomfort.
9. I always feel anxious about intelligence and final exams.
10. Doing well on a test doesn’t seem to increase my confidence in the next test.
11. Sometimes I feel my heart racing during major exams.
12. After the exam, I often feel I could have done better than I actually did.
13. I always feel depressed after completing an exam.
14. I always feel a sense of nervousness before each final exam.
15. My emotional reactions do not interfere with my exam performance.
16. I often get so nervous during exams that I forget things I normally know.
17. Studying for important exams seems to be a big challenge for me.
18. The more I study for a particular exam, the more confused I feel.
19. After completing an exam, I try to stop worrying about it, but I cannot.
20. During the exam, I sometimes wonder if I can complete my studies.
21. I would rather write an essay than take a test as a grade for a subject.
22. I really wish exams weren’t so annoying.
23. I believe I would perform better if I took the exam alone and without time limits.
24. Thinking about how many points I can score on the exam affects my study and performance.
25. If exams could be abolished, I think I would learn better.
26. I have the attitude towards exams that, even though I don’t understand now, I’m not worried.
27. I really don’t understand why some people are so anxious about exams.
28. My negative thoughts interfere with my performance during the exam.
29. I don’t study harder for final exams than I do for regular exams.
30. Although I study well for an exam, I still feel anxious.
31. I can’t eat well before a major exam.
32. I find my arms tremble before a major exam.
33. I rarely have the need for last-minute cramming before the exam.
34. The school should recognize that some students are more anxious about exams, which can affect their performance.
35. I believe exams shouldn’t make people so nervous.
36. As soon as I receive the test papers, I feel very uncomfortable.
37. I hate courses where the teacher likes to give surprise exams.

References

王才康.考试焦虑量表在大学生中的测试报告[J].中国心理卫生杂志,2001,(02):96-97+95.
澈乐格尔.蒙古族初中生考试焦虑的现状及其干预研究[D].内蒙古师范大学,2022.DOI:10.27230/d.cnki.gnmsu.2022.000445
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