An evaluation of the factor structure and predictive utility of a test anxiety scale with reference to students' past performance and personality indices

Background. Scales of test anxiety have developed in parallel with the evol ution of the test anxiety construct. A recently refined version of the Revi sed Test Anxiety scale offers the prospect of independently assessing diffe rent test anxiety factors. Aims. The study aims to ascertain if the four-factor structure of the RTA s cale found in Egyptian and American samples can be replicated in an Irish s ample, and to examine the comparative predictive utility of cognitive and e motionality factors in relation to examination performance. The study also examines whether results support an Interference or Deficits Model of test anxiety, and assesses the relationship of test anxiety to personality varia bles believed to be relevant to academic performance. Sample. The participants were 117 male and female psychology students from the University of Ulster. Their average age was 23 years. Method. Data were analysed using correlation analysis, multiple regression, factor analysis and ANOVA. Examination performance was the criterion varia ble; predictor variables were the four factors of test anxiety, three perso nality measures and previous examination performance. Results. Four-factor test anxiety invariance across diverse populations is supported by the model in the analysis. Cognitive factors are significant n egative predictors of performance. The data do not support either an Interf erence or Deficits Model of test anxiety, and personality factors, especial ly self-efficacy, were significantly (negatively) related to test anxiety. Conclusions. The two cognitive factors have emerged as the most substantial negative predictors of examination performance. Attention to these factors and to relevant personality indices are commended as a potentially fruitfu l strategy for remedial intervention.