Test worry and emotionality can substantially affect student performance on examinations, and research has shown the deleterious effects of untreated test anxiety. A recently developed measure, the Test and Study Attitudes Inventory (TSAI), has shown promise in the measurement of both test and study related worry and emotionality. The purpose of the present study was to explore the psychometric characteristics of scores on the TSAI in a large sample (n = 1, 537) of college students. Results indicated good internal consistency reliability. Exploratory factor analysis of a smaller portion of the sample (n = 512) indicated a three-factor instrument structure, whereas confirmatory factor analysis with a larger portion of the sample (n = 1, 025) generally supported the four-factor solution posited by the test authors. Implications for use in educational settings are offered.
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