TCIQ: An identification by intensity and frequency of “potent” testing cues in science

Everyone experiences some anxiety while taking an examination. High‐test‐anxious (HTA) and low‐test‐anxious (LTA) students are described by two characteristic differences: frequency and intensity of anxious responses and attentional direction to testing cues. The purposes of this study were threefold: (1) to report “potent” testing cues (i.e., 90% response agreement for both intensity and frequency) that were identified by HTA and LTA students; (2) to report differences between HTA and LTA students for frequencies and intensities of responses to testing cues; and (3) to report differences between HTA and LTA students of attentional direction to testing cues. A pool of 396 males and females who were enrolled in physical geology completed the State‐Trait Anxiety Inventory. A random sample consisting of 93 HTA and 40 LTA subjects completed the Test Cues Identification Questionnaire (TCIQ). The TCIQ consists of 28 disruptive items and 27 helpful items. Subjects responded with both frequency and intensity ratings for all of the 55 items in the TCIQ. Results revealed that 22 items were viewed by subjects as “potent” testing cues. Empirical evidence obtained did not support previous theoretical reports of differences between HTA and LTA students for either frequency and intensity of anxious responses or attentional direction to the set of disruptive and helpful testing cues. Although test anxiousness did not appear to be associated with those two characteristics differences, a discriminant analysis revealed 24 items in the TCIQ which significantly, χ 2 (24) = 47.59, p < 0.004, separated HTA and LTA subjects responses. Apparently, HTA and LTA students differ in their responses to specific disruptive and helpful cues but not in their responses to the set of testing cues as was previously postulated.