Résumés
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
Parties annexes
Bibliography
- Angelidis, A., Solis, E., Lautenbach, F., van der Does, W. & Putman, P. (2019). I’m going to fail! Acute cognitive performance anxiety increases threat-interference and impairs WM performance. PloS One, 14(2), e0210824. https://doi.org/1.1371/journal.pone.0210824
- Beaudoin, M.et Desrichard, O. (2009). Validation of a Short French State Test Worry and Emotionality Scale. Revue internationale de psychologie sociale, 22, 79-105.
- Béland, S., Cousineau, D. & Loye, N. (2017). Utiliser le coefficient omega de McDonald à la place de l’alpha de Cronbach [Using Macdonald’s omega instead of Cronbach alpha]. McGill Journal of Education, 52(3), 791–804. https://doi.org/1.7202/1050915ar
- Benson, J., Moulin-Julian, M., Schwarzer, C., Seipp, B. & El-Zahhar, N. (1992). Cross validation of a revised test anxiety scale using multi-national samples. Dans K. A. Hagvet and T. B. Johnsen (dir.), Advances in Test Anxiety Research, vol. 7. p. 62–83. Swets and Zeitlinger.
- Bourque, J., Doucet, D., LeBlanc, J., Dupuis, J. & Nadeau, J. (2019). L’alpha de Cronbach est l’un des pires estimateurs de la consistance interne: une étude de simulation [Cronbach’s alpha is one of the worst estimators of internal consistency: a simulation study]. Revue Des Sciences de L’éducation, 45(2), 78–99. https://doi.org/1.7202/1067534ar
- Brière, F., Pascal, S., Dupéré, V., Castellanos-Ryan, N., Allard, F, Yale-Soulière, G. & Janosz, N. (2017). Depressive and anxious symptoms and the risk of secondary school non-completion. The British Journal of Psychiatry, 211(3), 163-168. https://doi.org/1.1192/bjp.bp.117.201418
- Cassady, J. C. & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295. https://doi.org/1.1006/ceps.2001.1094
- Centre RBC d’expertise universitaire en santé mentale. (2021). HORS-PISTE au secondaire. http://sante-mentale-jeunesse.usherbrooke.ca/hors-piste/programme-secondaire/
- Fenouillet, F., Prokofieva, V., Lorant, S., Masson, J. & Putwain, D. W. (2023). French Study of multidimensional test anxiety scale in relation to performance, age, and gender. Journal of Psychoeducational Assessment, 41(7), 828-834. https://doi.org/1.1177/0734282923118687
- Field, A. P. (2018). Discovering statistics using IBM® SPSS® statistics (5e éd.). SAGE. Fréchette-Simard, C., Plante, I., Duchesne, S. & Chaffee, K. E. (2022). The Mediating
- Role of Test Anxiety in the Evolution of Motivation and Achievement of Students Transitioning from Elementary to High School. Contemporary Educational Psychology, 71. https://doi.org/1.1016/j.cedpsych.2022.102116
- Fréchette-Simard, C., Plante, I., Duchesne, S. & Chaffee, K. (2023). A Latent Growth Analysis of Individual Factors Predicting Test Anxiety During the Transition from Elementary to Secondary School, The Journal of Early Adolescence, 43(3), 235-293. https://doi.org/1.1177/02724316221104198
- Friedman, I. A. & Bendas-Jacob, O. (1997). Measuring perceived test anxiety in adolescents: A self-report scale. Educational and Psychological Measurement, 57(6), 1035–1046. https://doi.org/1.1177/0013164497057006012
- Garrido, L. E., Abad, F. J. & Ponsoda, V. (2013). A new look at Horn’s parallel analysis with ordinal variables. Psychological Methods, 18(4), 454–474. https://doi.org/1.1037/a0030005
- Gaskin, C. J. & Happell, B. (2014). On exploratory factor analysis: A review of recent evidence, an assessment of current practice, and recommendations for future use. International Journal of Nursing Studies, 51(3), 511–521. https://doi.org/1.1016/j.ijnurstu.2013.1.005
- Henson, R. K. & Roberts, J. K. (2006). Use of Exploratory Factor Analysis in Published Research: Common Errors and Some Comment on Improved Practice. Educational and Psychological Measurement, 66(3), 393–416.
- Huart, T. (2006). Développement and validation d’un questionnaire multicomponentiel de motivation scolaire [Development and validation of a multidimensional academic motivation scale]. Mesure and Évaluation en Éducation, 29(2), 63–97. https://doi.org/1.7202/1086729ar
- IBM Corp. (2017). IBM SPSS Statistics for Windows, Version 25.. IBM Corp. Jamieson, J. P., Peters, B. J., Greenwood, E. J. & Altose, A. J. (2016). Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations. Social Psychological and Personality Science, 7(6), 579-587. https://doi.org/1.1177/1948550616644656
- Journault, A.-A., Plante, I., Charbonneau, S., Sauvageau, C., Longpré, C., Giguère, C.-É., Labonté, C., Roger, K., Cernik, R., Chaffee, K. E., Dumont, L., Labelle, R. & Lupien, S. J. (2022). Using latent profile analysis to uncover the combined role of anxiety sensitivity and test anxiety in students’ state anxiety. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/1.3389/fpsyg.2022.1035494
- Koller, M., Kantzer, V., Mear, I., Zarzar, K., Martin, M., Greimel, E., Bottomley, A., Arnott, M. & Kuliś, D. (2012). The process of reconciliation: evaluation of guidelines for translating quality-of-life questionnaires. Expert Review of Pharmacoeconomics & Outcomes Research, 12(2), 189-197. https://doi.org/1.1586/erp.11.102
- Lai, M. H & Kwok, O. M. (2015). Examining the rule of thumb of not using multilevel modeling: The “design effect smaller than two” rule. The Journal of Experimental Education, 83(3), 423-438. https://doi.org/1.1080/00220973.2014.907229
- Lecours, V., Plante, I., & Chaffee, K. E. (2025). Understanding the contrasting relations between perfectionism, school achievement, and internalising behaviours: The mediating role of test anxiety. Educational Psychology, 45(9), 1070–1092. https://doi.org/1.1080/0144341.2025.2549855
- Liebert, R. M. & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978. https://doi.org/1.2466/pr.1967.2.3.975
- Lowe, P. (2019). Expression and Level of Test Anxiety in a Sample of Elementary Students. Canadian Center of Science and Education, 12(3), 1-9. https://doi.org/1.5539/ies.v12n3p1
- Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., Mildren, B. A., Raad, J. M., Cornelius, R. A. & Janik, M. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the Psychometric Properties of a New Multidimensional Measure of Test Anxiety among Elementary and Secondary School Students. Journal of Psychoeducational Assessment, 26(3), 215–23. https://doi.org/1.1177/0734282907303760
- Marsh, H. W., Hau, K.-T. & Grayson, D. (2005). Goodness of Fit in Structural Equation Models. Dans A. Maydeu-Olivares and J. J. McArdle (dir.), Contemporary psychometrics: A festschrift for Roderick P. McDonald (p. 275-340). Lawrence Erlbaum Associates Publishers.
- Muthén, L. K. & Muthén, B. O. (2015). Mplus for Windows 7. 31. Author.
- Plante, I., Lecours, V., Lapointe, R., Chaffee, K. E. & Fréchette-Simard, C. (2022). Relations Between Prior School Performance and Later Test Anxiety During the Transition to Secondary School, British Journal of Educational Psychology, 92(3),1068-1085. https://doi.org/1.1111/bjep.12488
- Putwain, D. W. (2008). Deconstructing test anxiety. Emotional and Behavioural Difficulties, 13(2), 141-155. https://doi.org/1.1080/13632750802027713
- Putwain, D. W. & Symes, W. (2012). Achievement goals as mediators of the relationship between competence beliefs and test anxiety. British Journal of Educational Psychology, 82(2), 207-224. https://doi.org/1.1111/j.2044-8279.2011.02021.x
- Putwain, D. W., von der Embse, N. P., Rainbird, E. C. & West, G. (2021). The development and validation of a new multidimensional test anxiety scale (MTAS). European Journal of Psychological Assessment, 37(3), 236-246. https://doi.org/1.1027/1015-5759/a000604
- Raymo, L. A., Somers, C. L. & Partridge, R. T. (2018). Adolescent Test Anxiety: An Examination of Intraindividual and Contextual Predictors. School Mental Health, 11(3), 562-577. https://doi.org/1.1007/s12310-018-09302-0
- Robson, D. A., Johnstone, S. J., Putwain, D. W. & Howard, S. (2023). Test anxiety in primary school children: A 20-year systematic review and meta-analysis. Journal of School Psychology, 98, 39-6. https://doi.org/1.1016/j.jsp.2023.02.003
- Roos, A.-L., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A. & Pekrun, R. (2020). Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis. Educational Psychology Review, 33(2), 579-618. https://doi.org/1.1007/s10648-020-09543-z
- Soucisse, M. M. & Heins, M.-P. (2021). L’anxiété de performance à l’enfance and à l’adolescence: état des connaissances cliniques and scientifiques [Performance anxiety in childhood and adolescence: Current clinical and scientific knowledge]. Revue Québécoise de Psychologie, 42(3), 43-73. https://doi.org/1.7202/1084579ar
- Spielberger, C. D. (1980). Preliminary professional manual for the test anxiety inventory.Consulting Psychologists Press.
- Spielberger, C. D. & Vagg, R. P. (1995). Test anxiety: A transactional process model. Dans C. D. Speilberger and P. R. Vagg (dir.), Test anxiety: Theory, assessment and treatment (p. 3-14). Taylor & Francis.
- Symes, W. & Putwain, D. W. (2020). The four Ws of test anxiety: What is it, why is it important, where does it come from, and what can be done about it? Psychologica, 63(2), 31-52. https://doi.org/1.14195/1647-8606_63-2_2
- Tabachnick, B. G., Fidell, L. S. & Ullman, J. B. (2019). Using multivariate statistics (7e éd.). Pearson.
- von der Embse, N., Jester, D., Roy, D. & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493. https://doi.org/1.1016/j.jad.2017.11.048
- von der Embse, N. P., Putwain, D. W. & Francis, G. (2021). Interpretation and use of the Multidimensional Test Anxiety Scale (MTAS). School Psychology, 36(2), 86. https://doi.org/1.1037/spq0000427
- Weems, C. F., Scott, B. G., Taylor, L. K., Cannon, M. F., Romano, D. M., Perry, A. M. & Triplett, V. (2010). Test anxiety prevention and intervention programs in schools: Program development and rationale. School Mental Health, 2, 62-71. https://doi.org/1.1007/s12310-010-9032-7
- Wren, D. G. & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress, & Coping, 17(3), 227-24. https://doi.org/1.1080/10615800412331292606
- Yale-Soulière, G., Comeau Audigé, J., Lemieux, M., Turgeon, L., Binette-Laporte, F., Campeau, G., Goulet, M. & Stan, S. (2021). Ready-to-use PASTEL toolkit. Boscoville.
- Yale-Soulière, G., Turgeon, L., N. Brière, F., Alawie, F., Imbeault, A., Morizot, J. & Janosz, M. (2023). Impact de l’anxiété d’évaluation sur le fonctionnement scolaire and psychologique des adolescents [Impact of test anxiety on the academic and psychological functioning of adolescents]. Revue de psychoéducation, 52(1), 136-157. https://doi.org/1.7202/1099291ar
10.7202/1050915ar