Development of an Academic Anxiety Coping Instrument.
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| Title: | Development of an Academic Anxiety Coping Instrument. |
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| Language: | English |
| Authors: | Ottens, Allen J., Hruby, Paula J. |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 1994 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, Analysis of Variance, Anxiety, Behavior Patterns, Coping, Educational Assessment, Factor Analysis, Higher Education, Measurement Techniques, Sex Differences, Test Construction, Two Year College Students, Undergraduate Students |
| Abstract: | This article documents the development of an instrument that would allow researchers and clinicians to assess the ways in which students differ qualitatively with respect to how they cope with the demands of evaluative situations. The Academic Anxiety Coping Scale identifies modal types of coping cognitions and behaviors that students employ palliatively and instrumentally in academically stressful circumstances to attenuate anxious arousal. The scale was administered to 215 university and community college undergraduates. Factor analysis revealed four factors: (1) emotional/physiological; (2) relaxation/letting go; (3) preparation and planning; and (4) worry. One way analysis of variance compared students on each factor, first by group (community college versus university) and then by gender. Females reported more worry than males, and conversely, males reported using more relaxation techniques than females. University students reported more preparation and planning and greater use of relaxation techniques than community college students. Seniors also reported using relaxation more than freshmen. Further research is needed to follow through on this pilot study to revise and consolidate scale items. (Contains 16 references.) (Author/SLD) |
| Entry Date: | 1994 |
| Accession Number: | ED371008 |
| Database: | ERIC |
| Abstract: | This article documents the development of an instrument that would allow researchers and clinicians to assess the ways in which students differ qualitatively with respect to how they cope with the demands of evaluative situations. The Academic Anxiety Coping Scale identifies modal types of coping cognitions and behaviors that students employ palliatively and instrumentally in academically stressful circumstances to attenuate anxious arousal. The scale was administered to 215 university and community college undergraduates. Factor analysis revealed four factors: (1) emotional/physiological; (2) relaxation/letting go; (3) preparation and planning; and (4) worry. One way analysis of variance compared students on each factor, first by group (community college versus university) and then by gender. Females reported more worry than males, and conversely, males reported using more relaxation techniques than females. University students reported more preparation and planning and greater use of relaxation techniques than community college students. Seniors also reported using relaxation more than freshmen. Further research is needed to follow through on this pilot study to revise and consolidate scale items. (Contains 16 references.) (Author/SLD) |
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