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Investigation of Measurement Invariance of State Test Anxiety Scale

Year 2021, Volume: 8 Issue: 3, 570 - 582, 05.09.2021
https://doi.org/10.21449/ijate.827105

Abstract

In this study, it was aimed to examine the measurement invariance of State Test Anxiety Scale and its sub-dimensions developed by Şahin (2019) in terms of different variables. For this purpose, data were collected from a total of 956 university students studying in different faculties. The measurement invariance of the scale was examined by multi-group confirmatory factor analysis in terms of gender, faculty and socioeconomic level variables. In the study, the measurement model was established for 22 items and three components of the state anxiety test scale (cognitive, psychosocial and physiological) and tested for configural, metric, scalar and strict equivalence by considering the hierarchical principle in terms of gender, faculty and socioeconomic level variables. The findings showed that Configural equivalence was provided for all dimensions except the cognitive and physiological subscales for the socioeconomic status variable. On the other hand, metric equivalence was achieved in cognitive, psychosocial and physiological dimensions for the gender variable. Metric equivalence was achieved in Cognitive dimension for faculty variable. And for the socioeconomic status variable, it was provided only for the scale as a whole. Scalar and strict equivalence conditions were not met by any of the variables examined in the study.

References

  • Akın, A., Demirci, İ., & Arslan, S. (2012). Revize edilmiş sınav kaygısı ölçeği: geçerlik ve güvenirlik çalışması [Revised Test Anxiety Scale: Validity and Reliability study]. Eğitim Bilimleri ve Uygulama, 11(21), 103-118.
  • Akın, A., Akın, U., Sarıçam, H., Aşut, S., Arslan, S., Demirci, İ., Toprak, H., & Çardak, M. (2013). Friedben sınav kaygısı ölçeği Türkçe formu’nun geçerlik ve güvenirliği [The validity and reliability of the Turkish form of the friedben test anxiety scale]. Paper presented at the international conference on innovation and challenges in education. Dumlupınar University.
  • Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of Abnormal and Social Psychology, 61(2), 207-215. https://doi.org/10.1037/h0045464
  • Alpar, R. (2016). Spor, sağlık ve eğitim bilimlerinde örneklerle uygulamalı istatistik, geçerlik ve güvenirlik [Applied statistics validty and reliability with examples in sports, health and education sciences]. DetayYayıncılık.
  • Alıcı, D. (2013). Okula yönelik tutum ölçeği’nin geliştirilmesi: güvenirlik ve geçerlik çalışması [Development of attitude scale towards school: reliability and validity study]. Eğitim ve Bilim, 38(168).
  • Aydın, U., & Bulgan, G. (2017). Çocuklarda sınav kaygısı ölçeği’nin Türkçe uyarlaması [Turkish adaptation of the test anxiety scale in children]. İlköğretim Online, 16(2), 860-899. https://doi.org/10.17051/ilkonline.2017.304742
  • Bados, A. L., & Sanz, P. (2005). Validation of the revised test anxiety scale and the friedben test anxiety scale in a spanish sample. Ansiedad y estrés, 11(2), 163-174.
  • Başol, G. (2017). Ayda sınav kaygısı ölçeği: geçerlik ve güvenirlik çalışması [IDA test anxiety scale: validity and reliability study]. Uluslararası Eğitim Bilimleri Dergisi, 4(13), 173-193. https://doi.org/10.16991/INESJOURNAL.1506
  • Başusta, B. (2010). Ölçme eşdeğerliği [Measurement invariance]. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(2), 58-64.
  • Başusta, N.B., & Gelbal, S. (2015). Gruplararası karşılaştırmalarda ölçme değişmezliğinin test edilmesi: Pisa öğrenci anketi örneği [Testing measurement invariance in comparisons between groups: Pisa student survey sample]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(4), 80-90.
  • Benson, J., & El-Zahhar, N. (1994). Further refinement and validation of the revised test anxiety scale. Structural Equation Modelling, 1(3), 203 221. https://doi.org/10.1080/10705519409539975
  • Bozkurt, S., Ekitli, G. B., Thomas, C. L., & Cassady, J. C. (2017). Validation of the Turkish version of the cognitive test anxiety scale revised. Sage Open, 1(1), 1 9. https://doi.org/10.1177/2158244016669549
  • Büyüköztürk, Ş. (1997) Araştırmaya yönelik kaygı ölçeğinin geliştirilmesi [Development of an anxiety scale for research]. Eğitim Yönetimi, 3(1), 453-464.
  • Cassady, J.C., & Johnson, R. E. (2002). Cognitive test anxiety and academic procrastination. Contemporary Educational Psychology, 27(1), 270 295. https://doi.org/10.1006/ceps.2001.1094
  • Cheung, G.W., & Rensvold, R. B. (2000). Assessing extreme and acquiescence response sets in cross-cultural research using structural equations modeling. Journal of Cross-Cultural Psychology, 31(2), 187 212. https://doi.org/10.1177/0022022100031002003
  • Cheung, G., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance structural equation modeling. A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
  • Cüceloğlu, D. (1998). İnsan ve davranışı [Human and his behaviour]. Remzi Kitabevi.
  • Erkuş, A., & Selvi, H. (2019). Psikolojide ölçme ve ölçek geliştirme III: ölçek uyarlama ve norm geliştirme [Measurement and scale development in psychology III: scale adaptation and norm development]. Pegem Akademi.
  • Ergene, T. (1994). Sınav kaygısı ile başa çıkma programının etkinliği [Effectiveness of coping program with test anxiety]. Psikiyatri, Psikoloji ve Psikofarmakoloji (3P) Dergisi, 2(1), 9-16.
  • Erözkan, A. (2004). Üniversite öğrencilerinin sınav kaygısı ve başa çıkma davranışları [Test anxiety and coping behaviours of university students]. Muğla Üniversitesi SBE Dergisi, 12(1), 13-38.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik (spss ve lisrel uygulamaları) [Multivariate statistics for social sciences]. Pegem Akademi.
  • Driscoll, R. (2007). Westside test anxiety scale validation. Psychology, 8(14), 1-6.
  • Geen, R.G. (1985). Test anxiety and visual vigilance. Journal of Personality and Social Psychology, 49(4), 963-970. https://doi.org/10.1037/0022-3514.49.4.963
  • Gençdoğan, B. (2006). Lise öğrencilerinin sınav kaygısı ile boyun eğicilik düzeyleri ve sosyal destek algısı arasındaki ilişkiler [Relationships between high school students’ test anxiety and their level of submission and social support perception]. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 153-164.
  • Hill, K.T., & Wigfield, A. (1984). Test anxiety: a major educational problem and what can be done about it. The Elementary School Journal, 85(1), 105 126. https://doi.org/10.1086/461395
  • Horn, J. L. & McArdle, J. J. (1992). A practical and theoritical guide to measurement invariance in aging research. Experimental Aging Research, 18(1), 117 144. https://doi.org/10.1080/03610739208253916
  • Kline, R.B. (2005). Principles and practice of structural equation modeling. The Guilford Press.
  • Mark, B. A. & Wan, T. T. (2005). Testing measurement equivalence in a patient satisfaction instrument. Western Journal of Nursing Research, 27(6), 772 787. https://doi.org/10.1177/0193945905276336
  • McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21(1), 89 101. https://doi.org/10.1080/01443410020019867
  • Sapir, S. & Aronson, A.E. (1990). The relationship between psychopathology and speech and language disorder in neurological patients. Journal of Speech Hearing Disorder, 55(1), 503-509. https://doi.org/10.1044/jshd.5503.503
  • Sieber, J. E. (1980). Defining test anxiety: problems and approaches. Lawrence Erlbaum Associates.
  • Sireci, S.G, Patsula, L., & Hambleton, R.K. (2005). Statistical methods for identifying flaws in the test adaptation process. Lowrence Erlbaum Associates.
  • Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58(4), 525-543. https://doi.org/10.1007/BF02294825
  • Pekrun, R. (2004). Test Anxiety and academic achievement, Encyclopedia of the Social and Behavioral Sciences. https://doi.org/10.1016/B0-08-043076-7/02451-7
  • Softa Kaçan, H., Ulaş Karaahmetoğlu G., & Çabuk, F. (2014). Lise son sınıf öğrencilerinin sınav kaygısı ve etkileyen faktörlerin incelenmesi [Examinig of test anxiety of senior high scholl students and the factors affecting them]. Kastamonu Eğitim Dergisi, 23(4), 1481-1494.
  • Sung, Y.T. & Chao, T.Y. (2015). Construction of the examination stress scale for adolescent students. Measurement and Evaluation in Counseling and Development, 48(1), 44–58. https://doi.org/10.1177/0748175614538062
  • Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş (temel ilkeler ve lisrel uygulamaları) [Introduction to structural equating modeling (basic principles and applications of lisrel)]. Ekinoks.
  • Tabachnick, B. & Fidell, L. S. (2001). Using multivariate statistics. Allyn & Bacon.
  • Şahin, A. (2019). Durumluk sınav kaygısı ölçeği (duskö): geçerlik ve güvenirlik çalışması [State test anxiety scale: validity and reliability scale]. Trakya Eğitim Dergisi, 9(1), 78-90. https://doi.org/10.24315/tred.450423
  • Şenocak, M. (2014). Biyoistatistik ve araştırma yöntembilimi[Biostatistics and research methodology]. İstanbul Tıp Yayınevi.
  • Totan, T. & Yavuz, Y. (2009). Westside sınav kaygısı ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması [Validity and reliability study of the Turkish form of the Westside test anxiety scale]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 95-109.
  • Turgut, M. F. & Baykul, Y. (2012). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. Pegem Yayıncılık.
  • Uzun, B. & Öğretmen, T. (2010). Fen başarısı ile ilgili bazı değişkenlerin tımss-r örnekleminde cinsiyete gore ölçme değişmezliğinin değerlendirilmesi [Evaluation of measurement invariance of some variables related to science achievement by gender in TIMSS_R sample]. Education and Science, 35(1), 26-35.
  • Öner, N. (1990). Sınav kaygısı envanteri el kitabı [Test anxiety inventory handbook]. Yüksek Ögretimde Rehberligi Tanıtma ve Rehber Yetistirme Vakfı Yayınları.
  • Özgüven, İ. E. (2007). Psikolojik testler [Psycholohical tests]. PDREM Yayınları.
  • Yao-Ting Sung & Tzu-Yang Chao (2015) Construction of the examination stress scale for adolescent students. Measurement and Evaluation in Counseling and Development, 48(1), 44-58. https://doi.org/10.1177/0748175614538062
  • Vanderberg, R.J. & Lance, C. (2000). A review and synthesis of the measurement invariance literature: suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4 69. https://doi.org/10.1177/109442810031002
  • Van der Vijver, F. J. R. & Poortinga, Y. H. (2005). Conceptual and methodological issues in adapting tests. Lawrence Erl¬baum Associates.
  • Wren, D. G. & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress and Coping, 17(3), 227-240. https://doi.org/10.1080/10615800412331292606
  • Zeidner, M. (2007). Test anxiety in educational contexts: concepts, findings, and future directions. Elseveir.

Investigation of Measurement Invariance of State Test Anxiety Scale

Year 2021, Volume: 8 Issue: 3, 570 - 582, 05.09.2021
https://doi.org/10.21449/ijate.827105

Abstract

In this study, it was aimed to examine the measurement invariance of State Test Anxiety Scale and its sub-dimensions developed by Şahin (2019) in terms of different variables. For this purpose, data were collected from a total of 956 university students studying in different faculties. The measurement invariance of the scale was examined by multi-group confirmatory factor analysis in terms of gender, faculty and socioeconomic level variables. In the study, the measurement model was established for 22 items and three components of the state anxiety test scale (cognitive, psychosocial and physiological) and tested for configural, metric, scalar and strict equivalence by considering the hierarchical principle in terms of gender, faculty and socioeconomic level variables. The findings showed that Configural equivalence was provided for all dimensions except the cognitive and physiological subscales for the socioeconomic status variable. On the other hand, metric equivalence was achieved in cognitive, psychosocial and physiological dimensions for the gender variable. Metric equivalence was achieved in Cognitive dimension for faculty variable. And for the socioeconomic status variable, it was provided only for the scale as a whole. Scalar and strict equivalence conditions were not met by any of the variables examined in the study.

References

  • Akın, A., Demirci, İ., & Arslan, S. (2012). Revize edilmiş sınav kaygısı ölçeği: geçerlik ve güvenirlik çalışması [Revised Test Anxiety Scale: Validity and Reliability study]. Eğitim Bilimleri ve Uygulama, 11(21), 103-118.
  • Akın, A., Akın, U., Sarıçam, H., Aşut, S., Arslan, S., Demirci, İ., Toprak, H., & Çardak, M. (2013). Friedben sınav kaygısı ölçeği Türkçe formu’nun geçerlik ve güvenirliği [The validity and reliability of the Turkish form of the friedben test anxiety scale]. Paper presented at the international conference on innovation and challenges in education. Dumlupınar University.
  • Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of Abnormal and Social Psychology, 61(2), 207-215. https://doi.org/10.1037/h0045464
  • Alpar, R. (2016). Spor, sağlık ve eğitim bilimlerinde örneklerle uygulamalı istatistik, geçerlik ve güvenirlik [Applied statistics validty and reliability with examples in sports, health and education sciences]. DetayYayıncılık.
  • Alıcı, D. (2013). Okula yönelik tutum ölçeği’nin geliştirilmesi: güvenirlik ve geçerlik çalışması [Development of attitude scale towards school: reliability and validity study]. Eğitim ve Bilim, 38(168).
  • Aydın, U., & Bulgan, G. (2017). Çocuklarda sınav kaygısı ölçeği’nin Türkçe uyarlaması [Turkish adaptation of the test anxiety scale in children]. İlköğretim Online, 16(2), 860-899. https://doi.org/10.17051/ilkonline.2017.304742
  • Bados, A. L., & Sanz, P. (2005). Validation of the revised test anxiety scale and the friedben test anxiety scale in a spanish sample. Ansiedad y estrés, 11(2), 163-174.
  • Başol, G. (2017). Ayda sınav kaygısı ölçeği: geçerlik ve güvenirlik çalışması [IDA test anxiety scale: validity and reliability study]. Uluslararası Eğitim Bilimleri Dergisi, 4(13), 173-193. https://doi.org/10.16991/INESJOURNAL.1506
  • Başusta, B. (2010). Ölçme eşdeğerliği [Measurement invariance]. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(2), 58-64.
  • Başusta, N.B., & Gelbal, S. (2015). Gruplararası karşılaştırmalarda ölçme değişmezliğinin test edilmesi: Pisa öğrenci anketi örneği [Testing measurement invariance in comparisons between groups: Pisa student survey sample]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(4), 80-90.
  • Benson, J., & El-Zahhar, N. (1994). Further refinement and validation of the revised test anxiety scale. Structural Equation Modelling, 1(3), 203 221. https://doi.org/10.1080/10705519409539975
  • Bozkurt, S., Ekitli, G. B., Thomas, C. L., & Cassady, J. C. (2017). Validation of the Turkish version of the cognitive test anxiety scale revised. Sage Open, 1(1), 1 9. https://doi.org/10.1177/2158244016669549
  • Büyüköztürk, Ş. (1997) Araştırmaya yönelik kaygı ölçeğinin geliştirilmesi [Development of an anxiety scale for research]. Eğitim Yönetimi, 3(1), 453-464.
  • Cassady, J.C., & Johnson, R. E. (2002). Cognitive test anxiety and academic procrastination. Contemporary Educational Psychology, 27(1), 270 295. https://doi.org/10.1006/ceps.2001.1094
  • Cheung, G.W., & Rensvold, R. B. (2000). Assessing extreme and acquiescence response sets in cross-cultural research using structural equations modeling. Journal of Cross-Cultural Psychology, 31(2), 187 212. https://doi.org/10.1177/0022022100031002003
  • Cheung, G., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance structural equation modeling. A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
  • Cüceloğlu, D. (1998). İnsan ve davranışı [Human and his behaviour]. Remzi Kitabevi.
  • Erkuş, A., & Selvi, H. (2019). Psikolojide ölçme ve ölçek geliştirme III: ölçek uyarlama ve norm geliştirme [Measurement and scale development in psychology III: scale adaptation and norm development]. Pegem Akademi.
  • Ergene, T. (1994). Sınav kaygısı ile başa çıkma programının etkinliği [Effectiveness of coping program with test anxiety]. Psikiyatri, Psikoloji ve Psikofarmakoloji (3P) Dergisi, 2(1), 9-16.
  • Erözkan, A. (2004). Üniversite öğrencilerinin sınav kaygısı ve başa çıkma davranışları [Test anxiety and coping behaviours of university students]. Muğla Üniversitesi SBE Dergisi, 12(1), 13-38.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik (spss ve lisrel uygulamaları) [Multivariate statistics for social sciences]. Pegem Akademi.
  • Driscoll, R. (2007). Westside test anxiety scale validation. Psychology, 8(14), 1-6.
  • Geen, R.G. (1985). Test anxiety and visual vigilance. Journal of Personality and Social Psychology, 49(4), 963-970. https://doi.org/10.1037/0022-3514.49.4.963
  • Gençdoğan, B. (2006). Lise öğrencilerinin sınav kaygısı ile boyun eğicilik düzeyleri ve sosyal destek algısı arasındaki ilişkiler [Relationships between high school students’ test anxiety and their level of submission and social support perception]. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 153-164.
  • Hill, K.T., & Wigfield, A. (1984). Test anxiety: a major educational problem and what can be done about it. The Elementary School Journal, 85(1), 105 126. https://doi.org/10.1086/461395
  • Horn, J. L. & McArdle, J. J. (1992). A practical and theoritical guide to measurement invariance in aging research. Experimental Aging Research, 18(1), 117 144. https://doi.org/10.1080/03610739208253916
  • Kline, R.B. (2005). Principles and practice of structural equation modeling. The Guilford Press.
  • Mark, B. A. & Wan, T. T. (2005). Testing measurement equivalence in a patient satisfaction instrument. Western Journal of Nursing Research, 27(6), 772 787. https://doi.org/10.1177/0193945905276336
  • McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21(1), 89 101. https://doi.org/10.1080/01443410020019867
  • Sapir, S. & Aronson, A.E. (1990). The relationship between psychopathology and speech and language disorder in neurological patients. Journal of Speech Hearing Disorder, 55(1), 503-509. https://doi.org/10.1044/jshd.5503.503
  • Sieber, J. E. (1980). Defining test anxiety: problems and approaches. Lawrence Erlbaum Associates.
  • Sireci, S.G, Patsula, L., & Hambleton, R.K. (2005). Statistical methods for identifying flaws in the test adaptation process. Lowrence Erlbaum Associates.
  • Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58(4), 525-543. https://doi.org/10.1007/BF02294825
  • Pekrun, R. (2004). Test Anxiety and academic achievement, Encyclopedia of the Social and Behavioral Sciences. https://doi.org/10.1016/B0-08-043076-7/02451-7
  • Softa Kaçan, H., Ulaş Karaahmetoğlu G., & Çabuk, F. (2014). Lise son sınıf öğrencilerinin sınav kaygısı ve etkileyen faktörlerin incelenmesi [Examinig of test anxiety of senior high scholl students and the factors affecting them]. Kastamonu Eğitim Dergisi, 23(4), 1481-1494.
  • Sung, Y.T. & Chao, T.Y. (2015). Construction of the examination stress scale for adolescent students. Measurement and Evaluation in Counseling and Development, 48(1), 44–58. https://doi.org/10.1177/0748175614538062
  • Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş (temel ilkeler ve lisrel uygulamaları) [Introduction to structural equating modeling (basic principles and applications of lisrel)]. Ekinoks.
  • Tabachnick, B. & Fidell, L. S. (2001). Using multivariate statistics. Allyn & Bacon.
  • Şahin, A. (2019). Durumluk sınav kaygısı ölçeği (duskö): geçerlik ve güvenirlik çalışması [State test anxiety scale: validity and reliability scale]. Trakya Eğitim Dergisi, 9(1), 78-90. https://doi.org/10.24315/tred.450423
  • Şenocak, M. (2014). Biyoistatistik ve araştırma yöntembilimi[Biostatistics and research methodology]. İstanbul Tıp Yayınevi.
  • Totan, T. & Yavuz, Y. (2009). Westside sınav kaygısı ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması [Validity and reliability study of the Turkish form of the Westside test anxiety scale]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 95-109.
  • Turgut, M. F. & Baykul, Y. (2012). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. Pegem Yayıncılık.
  • Uzun, B. & Öğretmen, T. (2010). Fen başarısı ile ilgili bazı değişkenlerin tımss-r örnekleminde cinsiyete gore ölçme değişmezliğinin değerlendirilmesi [Evaluation of measurement invariance of some variables related to science achievement by gender in TIMSS_R sample]. Education and Science, 35(1), 26-35.
  • Öner, N. (1990). Sınav kaygısı envanteri el kitabı [Test anxiety inventory handbook]. Yüksek Ögretimde Rehberligi Tanıtma ve Rehber Yetistirme Vakfı Yayınları.
  • Özgüven, İ. E. (2007). Psikolojik testler [Psycholohical tests]. PDREM Yayınları.
  • Yao-Ting Sung & Tzu-Yang Chao (2015) Construction of the examination stress scale for adolescent students. Measurement and Evaluation in Counseling and Development, 48(1), 44-58. https://doi.org/10.1177/0748175614538062
  • Vanderberg, R.J. & Lance, C. (2000). A review and synthesis of the measurement invariance literature: suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4 69. https://doi.org/10.1177/109442810031002
  • Van der Vijver, F. J. R. & Poortinga, Y. H. (2005). Conceptual and methodological issues in adapting tests. Lawrence Erl¬baum Associates.
  • Wren, D. G. & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress and Coping, 17(3), 227-240. https://doi.org/10.1080/10615800412331292606
  • Zeidner, M. (2007). Test anxiety in educational contexts: concepts, findings, and future directions. Elseveir.
There are 50 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Hüseyin Selvi 0000-0002-3513-0003

Publication Date September 5, 2021
Submission Date November 17, 2020
Published in Issue Year 2021 Volume: 8 Issue: 3

Cite

APA Selvi, H. (2021). Investigation of Measurement Invariance of State Test Anxiety Scale. International Journal of Assessment Tools in Education, 8(3), 570-582. https://doi.org/10.21449/ijate.827105

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