Abstracts
Abstract
Instruments used to measure test anxiety in school have generally been validated using English-speaking populations. Moreover, these instruments are often lengthy, making their administration in school settings more complex. Based on the Children’s Test Anxiety Scale (CTAS; 2004), this paper develops a French adaptation titled Questionnaire d’anxiété évaluative scolaire (QAES), followed by a short version, the Questionnaire d’anxiété évaluative scolaire-Courte (QAES-C). The psychometric properties of the QAES-C were examined in two complementary studies involving 1,212 and 387 Quebec students, respectively. Exploratory factor analysis (Study 1) and confirmatory factor analysis (Study 2) revealed a structure reflecting the three components of test anxiety (i.e., cognitive, physiological and behavioral). In both studies, these three subscales demonstrated high internal consistency. Overall, the findings suggest that the QAES-C has satisfactory psychometric properties, supporting its use for assessing test anxiety among French-speaking adolescents.
Keywords:
- scale adaptation,
- measure,
- questionnaire,
- test anxiety,
- validation
Résumé
Les instruments de mesure de l’anxiété évaluative scolaire ont généralement été validés à partir de populations anglophones. En outre, ces instruments sont généralement longs, ce qui complexifie leur administration en contexte scolaire. S’appuyant sur la Children’s Test Anxiety Scale (CTAS, 2004), une adaptation française intitulée Questionnaire d’anxiété évaluative scolaire (QAES) a d’abord été produite, suivie de sa version courte, le Questionnaire d’anxiété évaluative scolaire-Courte (QAES-C). Deux études complémentaires comprenant respectivement 1 212 and 387 élèves québécois ont examiné les qualités psychométriques du QAES-C. Les résultats d’analyses factorielles exploratoires (étude 1) and confirmatoires (étude 2) ont révélé une structure reflétant les trois composantes de l’anxiété évaluative scolaire (cognitive, physiologique and comportementale). Dans les deux études, ces trois sous-échelles ont révélé une cohérence interne élevée. L’ensemble des résultats suggère que le QAES-C présente des qualités psychométriques satisfaisantes, justifiant son emploi pour mesurer l’anxiété évaluative scolaire vécue par les adolescents francophones.
Mots-clés :
- adaptation,
- anxiété de performance scolaire,
- mesure,
- questionnaire,
- validation
Resumo
Os instrumentos de medida da ansiedade avaliativa escolar foram, em geral, validados com base em populações anglófonas. Além disso, estes instrumentos tendem a ser longos, o que dificulta sua aplicação em contextos escolares. Com base na Children’s Test Anxiety Scale (CTAS, 2004), foi elaborada uma adaptação francesa intitulada Questionnaire d’anxiété évaluative scolaire (QAES), à qual se seguiu uma versão abreviada, o Questionnaire d’anxiété évaluative scolaire – Courte (QAES-C). Dois estudos complementares, envolvendo respectivamente 1.212 e 387 alunos do Quebec, examinaram as qualidades psicométricas do QAES-C. Os resultados das análises fatoriais exploratórias (estudo 1) e confirmatórias (estudo 2) revelaram uma estrutura que reflete as três componentes da ansiedade de avaliação escolar (isto é, cognitiva, fisiológica e comportamental). Em ambos os estudos, essas três subescalas apresentaram elevada consistência interna. O conjunto dos resultados sugere que o QAES-C possui qualidades psicométricas satisfatórias, o que justifica sua utilização na medição da ansiedade avaliativa escolar vivida por adolescentes francófonos.
Palavras chaves:
- adaptação,
- ansiedade de desempenho escolar,
- medida,
- questionário,
- validação
Appendices
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