Achievement emotions and achievement goals in support of the convergent, divergent and criterion validity of the Spanish-Cognitive Test Anxiety Scale

Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded several scales administer...

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Bibliographic Details
Published in:International journal of educational psychology 2017-02, Vol.6 (1), p.67-92
Main Authors: Sánchez Rosas, Javier, Furlan, Luis Alberto
Format: Article
Language:English
Subjects:
Academic Achievement
achievement emotion
achievement goal
Achievement Need
Achievement tests
Anxiety
Attitude Measures
cognitive test anxiety
Cognitive Tests
College Students
Construct Validity
Correlation
Educational psychology
Emotional Response
Emotions
Foreign Countries
Goal Orientation
Likert Scales
Predictive Validity
Psychological Patterns
Psychological Testing
Quantitative psychology
Questionnaires
scale
Statistical Analysis
Test Anxiety
Test Preparation
Undergraduate Students
validity
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Summary:Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded several scales administered at three points. At time 1 and 3, the sample informed their adoption of mastery and performance goals. At time 2, they responded to the S-CTAS and informed about their anxiety and shame in class, and their enjoyment, hopelessness, shame, and anxiety experienced in exam. Results demonstrated the convergent and divergent validity of the S-CTAS by correlating with other class and test emotions scales measuring outcome and activity-emotions. Furthermore, the findings verified the criterion validity of the S-CTAS by estimating the predictive influence of achievement goals on cognitive test anxiety and other emotions, and in turn the effects of cognitive test anxiety and these emotions on achievement goals.
ISSN:2014-3591
2014-3591
DOI:10.17583/ijep.2017.2268