Charles D. Spielberger – författare

In the 1990s test scores were increasingly being used in evaluating applicants for jobs and for admission into educational programs, examination stress and test anxiety had therefore become pervasive problems in modern society. In response, a broad range of treatment programs had been developed to reduce test anxiety, including: biofeedback, desensitization, cognitive behavior modification, rational–emotive therapy, and study skills training.

Originally published in 1995, Test Anxiety: Theory, Assessment and Treatment is divided into four sections presenting a comprehensive theory to promote understanding of the therapeutic impact of specific treatment interventions on test anxiety and academic performance. The chapters in Part I review and evaluate advances in theory and measurement of test anxiety. Antecedents, correlates, and consequences of test anxiety are examined in Part II. Reported next are five treatment studies conducted at the University of South Florida and University of Michigan. The text concludes with a theory-based treatment of test anxiety.

Still prevalent today, this volume can be read in its historical context.

In the 1990s test scores were increasingly being used in evaluating applicants for jobs and for admission into educational programs, examination stress and test anxiety had therefore become pervasive problems in modern society. In response, a broad range of treatment programs had been developed to reduce test anxiety, including: biofeedback, desensitization, cognitive behavior modification, rational–emotive therapy, and study skills training.

Originally published in 1995, Test Anxiety: Theory, Assessment and Treatment is divided into four sections presenting a comprehensive theory to promote understanding of the therapeutic impact of specific treatment interventions on test anxiety and academic performance. The chapters in Part I review and evaluate advances in theory and measurement of test anxiety. Antecedents, correlates, and consequences of test anxiety are examined in Part II. Reported next are five treatment studies conducted at the University of South Florida and University of Michigan. The text concludes with a theory-based treatment of test anxiety.

Still prevalent today, this volume can be read in its historical context.

The 17th volume of this prestigious and long-standing Series on Stress and Emotion focuses on recent advances in research by internationally renowned contributors from over a dozen countries. Individual chapters explore the impact of anxiety and stress on emotions in the workplace, school settings, and interpersonal relationships. The original research and practical implications presented in this volume are of interest to all social, behavioral, and medical scientists concerned with stress and anxiety-related issues. The chapters in Part One of this volume examine efforts to assess and manage the effects of stress and anxiety in one''s personal life, that result from medical illness, morality issues and athletic competition, along with coping mechanisms across culture and gender. Part Two considers the experience, expression, and control of anger in a variety of cultural, educational and family contexts. The chapters in the final section explore cross-cultural effects of occupational stress and its impact on particular jobs. The contributions to this volume further our understanding of how stress factors, anxious feelings, and emotional responses to both can impact and influence our lives.

The 17th volume of this prestigious and long-standing Series on Stress and Emotion focuses on recent advances in research by internationally renowned contributors from over a dozen countries. Individual chapters explore the impact of anxiety and stress on emotions in the workplace, school settings, and interpersonal relationships. The original research and practical implications presented in this volume are of interest to all social, behavioral, and medical scientists concerned with stress and anxiety-related issues. The chapters in Part One of this volume examine efforts to assess and manage the effects of stress and anxiety in one''s personal life, that result from medical illness, morality issues and athletic competition, along with coping mechanisms across culture and gender. Part Two considers the experience, expression, and control of anger in a variety of cultural, educational and family contexts. The chapters in the final section explore cross-cultural effects of occupational stress and its impact on particular jobs. The contributions to this volume further our understanding of how stress factors, anxious feelings, and emotional responses to both can impact and influence our lives.

Adapting Educational and Psychological Tests for Cross-Cultural Assessment critically examines and advances new methods and practices for adapting tests for cross-cultural assessment and research. The International Test Commission (ITC) guidelines for test adaptation and conceptual and methodological issues in test adaptation are described in detail, and questions of ethics and concern for validity of test scores in cross-cultural contexts are carefully examined. Advances in test translation and adaptation methodology, including statistical identification of flawed test items, establishing equivalence of different language versions of a test, and methodologies for comparing tests in multiple languages, are reviewed and evaluated. The book also focuses on adapting ability, achievement, and personality tests for cross-cultural assessment in educational, industrial, and clinical settings. This book furthers the ITC''s mission of stimulating research on timely topics associated with assessment. It provides an excellent resource for courses in psychometric methods, test construction, and educational and/or psychological assessment, testing, and measurement. Written by internationally known scholars in psychometric methods and cross-cultural psychology, the collection of chapters should also provide essential information for educators and psychologists involved in cross-cultural assessment, as well as students aspiring to such careers.

Adapting Educational and Psychological Tests for Cross-Cultural Assessment critically examines and advances new methods and practices for adapting tests for cross-cultural assessment and research. The International Test Commission (ITC) guidelines for test adaptation and conceptual and methodological issues in test adaptation are described in detail, and questions of ethics and concern for validity of test scores in cross-cultural contexts are carefully examined. Advances in test translation and adaptation methodology, including statistical identification of flawed test items, establishing equivalence of different language versions of a test, and methodologies for comparing tests in multiple languages, are reviewed and evaluated. The book also focuses on adapting ability, achievement, and personality tests for cross-cultural assessment in educational, industrial, and clinical settings. This book furthers the ITC''s mission of stimulating research on timely topics associated with assessment. It provides an excellent resource for courses in psychometric methods, test construction, and educational and/or psychological assessment, testing, and measurement. Written by internationally known scholars in psychometric methods and cross-cultural psychology, the collection of chapters should also provide essential information for educators and psychologists involved in cross-cultural assessment, as well as students aspiring to such careers.

First published in 1976, this volume was completely new with original contributions and traces the advances in theory and research on anxiety and emotion of the previous decade. The authors examine the origins of fear, anxiety, and other emotions and consider self-report and psychophysiological approaches to the measurement of anxiety. Also considered are the effects of anxiety on the behaviour of normal and abnormal subjects, and the volume concludes with behavioural approaches to assessment and treatment of anxiety in clinical settings.