Test Anxiety, Wellbeing, Buoyancy, Adaptability, and Mental Health Risk

Published: 18 February 2022| Version 2 | DOI: 10.17632/6bhr52dc5v.2
David Putwain


Data were collected from 1198 participants aged 16-19 years from 3 sixth form colleges (academic track upper secondary education), located in England, in a two-wave design. Each wave of measurement was separated by seven months. Multidimensional Test Anxiety Scale (Putwain et al., 2020) labelled MTAS in the dataset. School-Related Wellbeing Scale (Loderer et al., 2016) labelled W in the dataset. Social, Academic, and Emotional Behavior Risk Screener (von der Embse et al., 2016) labelled S in the dataset. Academic Buoyancy Scale (Martin & Marsh, 2008) labeled B in the dataset. Adaptability scale (Martin et al., 2012) labeled A in the dataset. In addition socio-demographic data was collected for gender (male or female), age, and ethnic heritage (Asian, Black, White, Other/ mixed heritage). Missing data were coded as 999. Data were saved as an SPSS .sav file (that includes all items for the above scales, response ranges and anchors, and the categorical coding for the aforementioned socio-demographic data. The principal research question was as follows: Is test anxiety reciprocally related to wellbeing, buoyancy, adaptability, and mental health risk? We hypothesised that test anxiety would be positively related to mental health risk, and negatively related to wellbeing, buoyancy and adaptability; all relations were expected to be directional. References Chorpita, B. F., Moffitt, C., & Gray, J. (2005). Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample. Behaviour Research and Therapy, 43, 309-322. https://doi.org/10.1016/j.brat.2004.02.004 Loderer, K., Vogl, E., & Pekrun, R. (2016, August 24-27). Students’ well-being at school revisited: Development and initial validation of a unidimensional self-report scale [Conference session]. International Conference on Motivation (ICM), Thessaloniki, Greece. http://www.psy.auth.gr/el/conference/programme. Martin, A.J. & Marsh, H.W. (2008) Academic buoyancy: towards an understanding of students’ everyday academic resilience, Journal of School Psychology, 46, 53–83. https://doi.org/10.1016/j.jsp.2007.01.002 Martin, A. J., Nejad, H., Colmar, S., & Liem, G. A. D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling,22, 58–81. https://doi.org/10.1017/jgc.2012.8 Putwain, D.W., von der Embse, N.P., Rainbird, E.C., & West, G. (20209). The development and validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment. Advance online pulication, https://doi.org/10.1027/1015-5759/a000604 von der Embse, N. P., Pendergast, L., Kilgus, S. P., & Eklund, K. R. (2016). Evaluating the applied use of a mental health screener: Structural validity of the Social, Academic, and Emotional Behavior Risk Screener. Psychological Assessment, 28, 1265–1275.doi:10.1037/pas0000253


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Collect data from alternate samples using the same, or closely related, measures.


Liverpool John Moores University


Mental Health, Well-Being, Test Anxiety, Buoyancy