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Initial Development and Validation of the School Anxiety Inventory--College Version (SAI-CV)
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Beckmann, Emily A.; Jastrowski Mano, Kristen E. – Psychology in the Schools, 2023
To develop the School Anxiety Inventory--College Version (SAI-CV)--a measure of school anxiety specifically tailored for college students--and provide initial reliability and validity evidence. College undergraduates (N = 1004) from a large Midwestern University. Participants completed the SAI-CV as well as measures of test anxiety, fear of…
Descriptors: Anxiety, Measures (Individuals), Affective Measures, Undergraduate Students
School Anxiety Inventory: Reliability and Validity Evidence in a Sample of Slovenian Adolescents
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Levpušcek, Melita Puklek; Inglés, Candido J.; Marzo, Juan C.; García-Fernández, Jose M. – Psychology in the Schools, 2015
The purpose of this study was to examine the reliability and validity of the School Anxiety Inventory (SAI) using a sample of 646 Slovenian adolescents (48% boys), ranging in age from 12 to 19 years. Single confirmatory factor analyses replicated the correlated four-factor structure of scores on the SAI for anxiety-provoking school situations…
Descriptors: Foreign Countries, Affective Measures, Anxiety, Reliability
Humor and Anxiety: Effects on Class Test Performance.
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Townsend, Michael A. R.; Mahoney, Peggy – Psychology in the Schools, 1981
Measures of anxiety and achievement were obtained on a sample of undergraduate students. Highly anxious students had lower achievement on humorous tests. Students with low anxiety had higher achievement on humorous tests. Results indicate that humor is not a positive factor in reducing high anxiety associated with academic evaluations. (Author)
Descriptors: Achievement Tests, Affective Measures, Anxiety, College Students
A Comparison of Regular Program and Vocational Program Junior High School Students on Affective Dimensions.
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Brady, Carol Ann; Antonetti, Olga – Psychology in the Schools, 1981
Students in the vocational program and those in a regular seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, except Depression, for which there was a significant interaction between time and school program with regular students reporting increased depression at the second testing. (Author)
Descriptors: Adolescent Development, Affective Measures, Anxiety, Attitude Change