A Cross-Cultural Latent Profile Analysis of University Students' Cognitive Test Anxiety and Related Cognitive-Motivational Factors

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  • Author(s): Christopher L. Thomas (ORCID Christopher L. Thomas (ORCID 0000-0001-6804-5318); Omer Ozer (ORCID Omer Ozer (ORCID 0000-0001-8502-3145)
  • Language:
    English
  • Source:
    Psychology in the Schools. 2024 61(6):2668-2693.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      26
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Cross Cultural Studies; Test Anxiety; Metacognition; Goal Orientation; Self Actualization; Academic Achievement; Cultural Context; Barriers; College Students; Self Efficacy; Failure; Fear; Profiles; Resilience (Psychology); Correlation; Intervention; Student Characteristics; Foreign Countries; Student Motivation
    • Subject Terms:
      United States; Turkey
    • Accession Number:
      10.1002/pits.23186
    • ISSN:
      0033-3085
      1520-6807
    • Abstract:
      The successful treatment of test anxiety treatment requires an understanding of the unique barriers and challenges faced by test-anxious students. Therefore, the current study utilized a combination of person-centered and qualitative methods to investigate the existence of unique subpopulations or subtypes of test-anxious students within Turkish and United States student samples. University students (N = 422) completed measures of cognitive test anxiety, self-efficacy, academic buoyancy, failure appraisal, academic self-handicapping, and goal commitment. Participants also completed open-ended questions assessing facilitators and inhibitors of academic success. The results of a multigroup latent profile analysis identified four learner subtypes in both the Turkish and United States samples. However, our analyses revealed structural differences in latent profiles identified in two cultural contexts. Furthermore, the qualitative results emphasized the importance of self-regulated learning, buoyancy, goal commitment, and self-actualization to academic success. Our discussion emphasizes the importance of considering learners' unique characteristics when designing educational supports.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1422986