Test anxiety and childhood anxiety disorders in African American and white school children

doi:10.1016/0887-6185(94)90014-0

Journal of Anxiety Disorders

Volume 8, Issue 2, April–June 1994, Pages 169-179

https://doi.org/10.1016/0887-6185(94)90014-0 Get rights and content

Abstract

Recent data suggest that a substantial percentage of test-anxious white children suffer concurrently from social phobia or overanxious disorder. However, there are no data on the relationship among these conditions in African American children. This study compared the relationship of test anxiety, a common childhood complaint, to other DSM-III-R anxiety disorders in samples of African American and white elementary school children. As expected, the results indicated that there were significant differences between test anxious and nontest anxious children on self-report and behavioral assessment data. Differences in race were found for pulse rate and systolic blood pressure during the behavioral task, where the white children had significantly higher increases. In addition, a substantial percentage of both test-anxious groups (white and African American) met DSM-III-R criteria for an anxiety disorder, and significantly more African American than white children met criteria for social phobia. The results are discussed in terms of the comorbidity of test anxiety and other anxiety disorders in both groups, and the similarities and differences in their expression across race.

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Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs?
2021, Journal of School Psychology
Citation Excerpt :
Previous studies have shown that highly test anxious students also report higher scores on indicators of anxiety disorder symptoms including generalized anxiety disorder (GAD) and panic disorder (PD; e.g., Weems et al., 2010). In addition, highly test anxious children and adolescents often meet diagnostic thresholds for anxiety disorders including social phobia (Herzer et al., 2014), now referred to as social anxiety disorder, and GAD (Beidel et al., 1994). Test anxiety also correlates negatively with subjective wellbeing at school (Putwain et al., 2021).
Previous studies have shown that highly test anxious persons are more likely to meet criteria for an anxiety disorder and report more frequent symptoms of anxiety disorders than their low test anxious counterparts. However, it is unclear whether test anxiety should be treated as distinct to, or a manifestation of, anxiety disorders. Furthermore, the Dual Factor Model of Mental Health proposes that high subjective wellbeing cannot be solely inferred from the absence of psychopathology. To date, no studies have examined the Dual Factor Model in relation to test anxiety. In the present study, we examined how test anxiety, two common anxiety disorders (i.e., generalized anxiety disorder [GAD] and panic disorder [PD]), and subjective wellbeing in the school domain (i.e., school-related wellbeing) were related in a sample of 918 adolescents (M age = 15.77 years) using network analysis and latent profile analysis. Results from the network analysis indicated that test anxiety, GAD, PD, and school-related wellbeing were represented as distinct constructs. Bridge nodes were identified that linked test anxiety with GAD, PD, and school-related wellbeing. The latent profile analysis identified three of the four profiles predicted by the Dual Factor Model, including (a) troubled (i.e., low school-related wellbeing, high test anxiety, GAD, and PD), (b) complete mental health (i.e., high school-related wellbeing, low test anxiety, GAD, and PD), and (c) symptomatic but content (i.e., average school-related wellbeing, test anxiety, GAD, and PD). We concluded that test anxiety was distinct from, rather than a manifestation of, GAD and PD. We found support for the Dual Factor Model, albeit not unequivocal, using test anxiety as an additional indicator of psychopathology to that of GAD and PD.
Ethnic and cultural considerations
2019, Pediatric Anxiety Disorders
The purpose of this chapter is to introduce the reader to ethnic and cultural considerations in the context of anxiety in ethnic minority youth. As our society becomes increasingly ethnically, linguistically, and culturally diverse, there is a growing awareness of the influence of culture on psychological dimensions related to behavior, affect, and cognition. An individual’s culture can influence the meaning and expression of symptomatology and this is relevant in the context of cultural concepts of distress which are ethnic and cultural group specific. We discuss anxiety symptomatology and disorders as well as individual and family factors that impact anxiety in youth. Culture-related factors such as socioeconomic status, acculturation, and stigma as they relate to anxiety are also reviewed. Additionally, we discuss assessment considerations as well as treatments that have been used with ethnic minority youth. We end with offering practical recommendations that can be useful for practitioners and clinical researchers.
The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions
2017, Learning and Individual Differences
Citation Excerpt :
In terms of anxiety, Herzer, Wendt, and Hamm (2014) found large effect size differences in that those with high levels of test anxiety also had higher levels of trait anxiety and social fears compared to less test-anxious peers. Zettle and Raines (2000) also identified around 70% co-morbidity of test or maths anxiety with trait anxiety, consistent with other findings that suggest general trait anxiety serves as a precursor to the experience of test anxiety for children and adolescents (Beidel, Turner, & Trager, 1994; King et al., 1995). The tools commonly used to measure depression and anxiety in test anxiety research often lack discriminant validity, in that they simultaneously capture both depression and anxiety (see Klein, Dougherty, & Olino, 2005; Seligman, Ollendick, Langley, & Baldacci, 2004; Silverman & Ollendick, 2005, for a review).
Investigating the role of positive and negative emotions within the context of test anxiety and test performance is a growing field of research.
Based on the tripartite model of emotions (TME), this study tested the hypothesis that higher tendencies to experience negative affect and physiological hyperarousal would predict higher levels of test anxiety, while the experience of positive affect would not influence test anxiety. The present study also explored whether the broadly defined dimensions of the tripartite model are useful for predicting educational outcomes.
One hundred and eighty-eight secondary school students (aged 16–19) were recruited in a prospective design study.
Participants completed self-reported measures of the variables of interest. Structural equation modelling was employed to examine the relationships among these variables, and evaluate whether these relationships are consistent with the TME.
The findings were partly consistent with the TME, in particular, negative affect contributed to greater levels of test-specific worries, such as the personal and social consequences of failing. Such worries, in turn, directly impaired test performance, while the influence of negative affect on test performance was mediated by test anxiety.
The general construct of negative emotions appeared to be too broad for its influence to be detected, while more specific constructs such as the factors of test anxiety were useful predictors of test performance. The facilitative role of test anxiety was also identified, insofar as emotional apprehension or tension in the absence of intrusive cognitive worries had a positive influence on test performance.
Discriminant validity of constructs derived from the self-regulative model for evaluation anxiety for predicting clinical manifestations of test anxiety
2015, Behaviour Research and Therapy
Citation Excerpt :
Functionally impairing levels of test anxiety, defined as an excessive fear of poor performance and resulting negative self-evaluations before, during, and/or after test situations (Brown et al., 2010) are very common among adults (prevalence: 20–35 %; NavehBenjamin, Lavi, McKeachie, & Lin, 1997; Zeidner, 1998) and children (prevalence: 40%; Beidel, Turner, & Trager, 1994; McDonald, 2001).
Test anxiety is a highly prevalent and impairing syndrome. However, research on clinically relevant manifestations of test anxiety and especially on effective treatment components is still very sparse. In the present study we examined the predictive validity of constructs derived from the self-regulative model for evaluation anxiety proposed by Zeidner and Matthews (2007) for discriminating clinical and non-clinical levels of test anxiety. We compared self-report data from 47 clinically test anxious patients with those from 41 healthy university students. Results showed that learning goals, self-concept of abilities, self-incrimination, elaboration and perfectionism were the constructs that independently separated clinical from non-clinical levels of test anxiety, thus providing the strongest discriminant validity even when controlling for an effect of the global severity of mental health problems. These constructs spread across all three domains proposed in the model, thus providing important implications for possible targets of interventions to reduce clinical levels of test anxiety.
Discriminating clinical from nonclinical manifestations of test anxiety: A validation study
2014, Behavior Therapy
Citation Excerpt :
d) Finally, in contrast to the healthy control sample, we found our patients to be primarily driven by the motivation to avoid failure. There are several studies that used self-report measures to define clinical levels of test anxiety in children either using the TASC or the TAI (Beidel et al., 1994; King, Mietz, Tinney, & Ollendick, 1995; Warren, Ollendick, & King, 1996). As pointed out by LeBeau et al. (2010) these findings are difficult to synthesize because the studies do not agree on clear clinical cutoff scores.
Test anxiety, although being a very common, severe, and impairing psychological disorder, is not coded as a separate diagnosis in the DSM or ICD. In the present study we investigated whether the Test Anxiety Inventory can be used to discriminate clinical and subclinical levels of test anxiety by comparing patients who seek treatment for their test anxiety in an outpatient clinic with carefully matched students with normal test anxiety. The data from 47 test-anxious patients as well as 41 healthy university students were examined. Results show that a cutoff score of ≥ 80 in the Test Anxiety Inventory can discriminate the clinical group from the control students. The symptom pattern of test anxiety was very consistent in the clinical group regardless of the principal diagnosis allocated by the treating clinician. Comorbid depression did not affect the severity of test anxiety. The motivation to avoid failure was one of the most important differences between patients who sought help for their test anxiety and students with nonclinical levels of test anxiety.
Race/ethnicity and internalizing disorders in youth: A review
2010, Clinical Psychology Review
This review examines the impact of race/ethnicity and cultural differences in the presentation and prevalence rates of internalizing disorders in youth, as well as a variety of associated factors. There is robust support for higher prevalence rates of depression and anxiety in ethnic minority youth living in the United States. Gender differences are consistent across ethnicity, but symptom presentation, biological factors, and family processes vary somewhat by ethnic group. Environmental factors and acculturation are considered in relation to internalizing disorders in ethnic minority youth. Several problems with the literature are outlined. Several recommendations are made including better operationalization of internalizing disorders in the DSM and key issues that warrant being added to background text in the DSM. A research agenda is outlined to address possible mechanisms by which culture and race/ethnicity impact internalizing symptomatology.

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^☆: This project was supported by NIMH Grant MH43252.

^∗: The authors would like to thank Angela Neal, Amy Lederer, and Jeff Rohay for their assistance in data collection and analysis.

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Test anxiety and childhood anxiety disorders in African American and white school children☆

Abstract

Journal of the American Academy of Child and Adolescent Psychiatry

Journal of the American Academy of Child and Adolescent Psychiatry

Journal of the American Academy of Child and Adolescent Psychiatry

Clinical Psychology Review

Racial differences in stress-induced cardiovascular reactivity and hypertension: Current status and substantive issues

Psychological Bulletin

Psychophysiological assessment of anxious emotional states in children

Journal of Abnormal Psychology

Determining the reliability of psychophysiological assessment in childhood anxiety

Journal of Anxiety Disorders

Comorbidity of test anxiety and other anxiety disorders in children

Journal of Abnormal Child Psychology

Developmental issues

Test anxiety: Another origin for racial bias in standardized testing

Measurement and Evaluation in Guidance

The perceived competence scale for children

Child Development