Part I: Construct Development and Scale Creation
The group decided to measure “test anxiety.”
Definition of Operational:
A condition known as “test anxiety” occurs when a person is apprehensive about taking a test and exhibits symptoms of anxiety. When taking a test, many people who are anxious experience symptoms like nausea, sweating, and a tendency to forget the information that is being asked of them. This may result in lower test scores that do not accurately reflect the individual’s knowledge. In an effort to comprehend this kind of anxiety, researchers have identified the following factors that contribute to test anxiety: an evaluator’s presence, the challenging environment, and the material Additionally, the test taker may have put pressure on themselves to succeed.
The test taker is concerned about their abilities, and information processing also plays a role. Lastly, test anxiety can be caused by the type of test taken, such as a computerized or written test (Sterian, Mocanu, 2013). In the past, it was believed that test anxiety was brought on by a person who was not adequately prepared for the exam, but this theory was found to be unreliable. The cooperation hypothesis was concentrated on in the early piece of the 50s to the late piece of the 70s, which assisted specialists with figuring out test tension. Based on the characteristics of the test takers and their level of anxiety, this mindset dissected cognitive disorders (Sterian, Mocanu, 2013). The emotional response of an individual and their characteristics, which are related to the likelihood of the test taker suffering from test anxiety, define the state of anxiety. In conclusion, Sterian and Mocanu (2013) found that negative test anxiety consequences are an inaccurate measure of the test taker’s knowledge of the material.
According to Numan and Hasan (2017), there are positive aspects of test anxiety as well as negative consequences. It has been suggested that taking a test with a little bit of anxiety can help one perform better. In the event that test nervousness goes on during the test time, it can adversely affect test results. It can be beneficial to evaluate the episode of anxiety as well as the various levels of anxiety experienced by the test taker if a person is able to break down the events that surround a test. A person reviews and studies material prior to taking a test to prepare for it.
PSYCH 655 Week 3 Understanding Test Anxiety
According to Numan, and Hasan (2017), anxiety can help test takers focus on the material they need to remember during the preparation phase. Additionally, anxiety should be reduced to a level that does not hinder performance while taking the test. According to Numan, and Hasan (2017), poor test results can occur if anxiety persists to levels that cause a psychological or behavioral response. Right now, the reaction that is close to home sets the degree of uneasiness during tests from here on out. The person experiences test anxiety on a regular basis, following the same pattern, and getting worse (Numan, Hasan, 2017).
Individuals who experience test uneasiness once in a while have cognitive decline, which can be the most terrible side effect as it upsets execution. A simple, brief test was administered to a sample group of people with high and low anxiety to measure emotional effects after provoking strong and intrusive thoughts (Shi, Gao, and Zhou, 2014). The study began by measuring the group’s ability to remember and comprehend the test material when it was presented to them in the form of a question and then in the form of a sentence. The researchers discovered that the scores of test takers with high anxiety and those with low anxiety were significantly different. This was particularly found when the test was in the organization of an inquiry (Shi, Gao, Zhou, 2014). The researchers’ conclusion suggested that working memory might be improved by attempting to control one’s emotions while taking a test. The cognitive interference theory is a concept that would be necessary to achieve this objective. Constant worry, according to this theory, has a negative impact on cognitive function. According to Shi, Gao, and Zhou (2014), some researchers believe that increasing a person’s emotional working memory and working memory capacity can lessen the impact that anxiety has on them during an exam.
Part Two: Analysis and Justification
The construct development and scale creation procedures of statistical investigation are necessary for calculating specific parts of a population. In a workplace, a person’s working memory may be sluggish and inaccurate, interfering with their ability to complete tasks. Employers may administer a test to candidates for bookkeeping positions to assess their working memory capabilities. Employers can use tests like these to match a candidate with a position that best suits their performance.
PSYCH 655 Week 3 Understanding Test Anxiety
According to Cohen and Swerdlik (2018), the primary objective of scale development is to locate a valid measure of an underlying construct. In view of interior consistency and reproducibility over the long run with the legitimacy, a scale that is very much created has great unwavering quality, which is the thing is being estimated (Cohen, Swerdlik, 2018). A characteristic of a decent scale would be that it is straightforward and simple to control.
Provisional scales may or may not be included in a new questionnaire (Cohen, Swerdlik, 2018). This paper will involve the standard in the instrument utilized, the actions that were utilized to make it solid, the number of members that were utilized, and the singular attributes. This paper also discusses the selection method, who the instrument was intended for in general, whether cut-off scores were established, and item selection evaluation.
References:
Cohen, R., J. & Swerdlik, M., (2018). Psychological testing and assessment: An introduction to tests and measurements, (9th ed.). New York, NY: McGraw-Hill
Numan, A., & Hasan, S. S. (2017). Test-anxiety-provoking stimuli among undergraduate students. Journal of Behavioral Science, 27(1)
Shi, Z., Gao, X., & Zhou, R. (2014). Emotional working memory capacity in test anxiety. Learning and Individual Differences, 32, 178-183. Doi:
https://doi.org/10.1016/j.lindif.2014.03.011
Sterian, M., & Mocanu, M. (2013). Test anxiety: Euromentor Journal, 4(3), 75
