Test-Retest Reliability of the Multidimensional Anxiety Scale for Children
Section snippets
Subjects
Subjects were recruited from elementary, junior high, and senior high schools in a medium-sized semi-rural school district in North Carolina. One classroom from each school was chosen at random for each grade; subjects were evenly split between grades 4 to 12. Elementary school students were tested in their usual classroom; junior and senior high school students in homeroom. Questionnaires were read aloud to students, who had the opportunity to ask questions about individual items but not to
Mean Differences in MASC Scores by Age, Gender, and Race
To interpret reliability coefficients, it is helpful to know whether there are differences in means for the factors and subfactors, since endorsement level may alter stability of measurement through regression to the mean (Hsu, 1995). This may be particularly relevant when mean scores vary by demographic variables, such as gender, age, or race. With respect to anxiety, the literature is consistent across ages and disorders that girls show more anxiety than do boys (March, 1995). Age trends are
Discussion
In psychometric terms, reliability for scalar measures has several meanings. In a previous article, we pointed that the MASC shows excellent internal reliability, for example, consistency between items within a group of items comprising a discrete factor (Chronbach, 1970)—for all factors and subfactors in males and females (March et al., 1997). Here we concern ourselves with test-retest reliability. Test-retest reliability represents consistency in a set of scores by the same rater (single case
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