State-Trait Anxiety Inventory for Childrenkristenbeckler.weebly.com/uploads/9/2/9/1/92910342/staic.pdf · which provides measures of anxiety for adolescents and adults (Spielberger,

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.Published by Mind Garden, Inc., www.mindgarden.com

State-Trait Anxiety Inventoryfor Children

Sampler Set

Manual, Test Booklet and Scoring Key

“How I Feel Questionnaire”Professional Manual

Developed by Charles D. Spielberger, Ph.D.in collaboration with R.L. Gorsuch, R. Lushene, P.R. Vagg, and G.A. Jacobs

Published by Mind Garden, Inc.

[email protected]

Copyright © 1973 Mind Garden, Inc. All rights reserved. This manual maynot be reproduced in any form without written permission of the publisher,Mind Garden, Inc. www.mindgarden.com. Mind Garden is a trademark ofMind Garden, Inc.

For use by Kristen Beckler only. Received from Mind Garden, Inc. on May 6, 2010

Permission for Kristen Beckler to reproduce 1 copywithin one year of May 6, 2010


TABLE OF CONTENTS

I. DESCRIPTION ADMINISTRATION SCORING ................................ 1

Description ..........................................................................................................1

Administration ................................................................................................ 2

Scoring the STAIC ...............................................................................................4

II. DEVELOPMENT AND NORMS ........................................................................6

Development........................................................................................................6

Norms for the STAIC ...........................................................................................7

Table 1. Means and Standard Deviations.....................................................8

Table 2. Standard Scores.............................................................................10

Table 3. Percentile Ranks ............................................................................11

III. RELIABILITY AND VALIDITY...........................................................................12

Reliability .............................................................................................................12

Table 4. Test-Retest Reliability Coefficients .................................................12

p Table 5. Item Remainder Correlation Coefficients ........................................13

Validity .................................................................................................................13

Table 6. Mean Scores on S-Anxiety Items....................................................14

Correlations with Other Scales ..........................................................................15

Table 7. Correlations of T-Anxiety Scale withMeasures of Aptitude and Achievement .........................................15

Current Research with the STAIC ......................................................................16

Notes ....................................................................................................................18

IV. REFERENCES ............................................................................................19

V. APPENDICES..............................................................................................21

Appendix A: Biblography of Research with the STAIC .........................................21

Appendix B: Foreign Language Adaptations/Translations of the STAIC ...............42

TEST BOOKLET: "How I Feel Questionnaire" ...............................................44

SCORING KEY ................................................................................................46



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I. DESCRIPTION ADMINISTRATION SCORING

DESCRIPTION

The State-Trait Anxiety Inventory for Children (STAIC) was initially developed asa research tool for the study of anxiety in elementary school children. It iscomprised of separate, self-report scales for measuring two distinct anxietyconcepts: state anxiety (S-Anxiety) and trait anxiety (T-Anxiety). The STAIC issimilar in conception and structure to the State-Trait Anxiety Inventory (STAI)which provides measures of anxiety for adolescents and adults (Spielberger,Gorsuch, & Lushene, 1970). While especially constructed to measure anxiety innine- to twelve-year old children, the STAIC may also be used with youngerchildren with average or above reading ability and with older children who arebelow average in ability.

The STAIC S-Anxiety scale consists of 20 statements that ask children how theyfeel at a particular moment in time. The STAIC T-Anxiety scale also consists of20 item statements, but subjects respond to these items by indicating how theygenerally feel. Individual STAIC items are similar in content to those included inthe STAI, but the format for responding to the STAIC has been simplified tofacilitate its use with young children. The STAIC S-Anxiety and T-Anxiety scalesare printed on opposite sides of a single-page Test Form. The S-Anxiety scale isdesignated C-1; the T-Anxiety scale is designated C-2.

The S-Anxiety scale is designed to measure transitory anxiety states, that is,subjective, consciously perceived feelings of apprehension, tension, and worrythat vary in intensity and fluctuate over time. The T-Anxiety scale measuresrelatively stable individual differences in anxiety proneness, that is, differencesbetween children in the tendency to experience anxiety states. High T-Anxietychildren are more prone to respond to situations perceived as threatening withelevations in S-Anxiety intensity than low T-Anxiety children.

Elevations in S-Anxiety are normally evoked in children exposed to stressfulsituations. In general, children who are higher in T-Anxiety experience S-Anxietyelevations more frequently and with greater intensity than low T-Anxiety childrenbecause they perceive a wider range of circumstances as dangerous orthreatening. Situations in which failure is experienced, or in which personaladequacy is evaluated are more likely to be perceived as threatening by a highT-Anxiety child, but whether children who differ in T-Anxiety will showcorresponding differences in S-Anxiety depends upon the extent to which aspecific situation is perceived as dangerous or threatening by a particular child,and this is greatly influenced by the child's past experience.

Investigators may use the STAIC S-Anxiety scale to determine the actual levelsof S-Anxiety intensity induced by stressful experimental procedures, or as anindex of drive level (D) as this concept is defined by Hull (1943) and Spence



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(1958). The S-Anxiety scale should also prove useful as an indicator of the levelof transitory anxiety experienced by children in counseling and psychotherapysituations, and, especially, as a measure of the effectiveness of desensitizationand counter conditioning procedures in behavior therapy.

The STAIC T-Anxiety scale may be used for research purposes to select childrenwho vary in anxiety proneness or as an experimental screening device fordetecting neurotic behavioral tendencies in elementary school children. The T-Anxiety scale should also prove useful as a measure of the effectiveness ofclinical treatment procedures designed to reduce neurotic anxiety in children.

The theoretical conception of anxiety that guided the construction of the STAICis considered in greater detail by Spielberger (1966, 1971, 1972a, 1972b). Forvalidity studies and background information about the test construction strategyand procedures that influenced the development of the STAIC, the Test Manualfor the STAI should be consulted (Spielberger, et al., 1970).

ADMINISTRATION

The STAIC was designed to be self-administering and has no time limits. It maybe given either individually or in groups. Complete instructions are printed on theTest Form for both the S-Anxiety and T-Anxiety scales. Fourth, fifth, and sixth-grade children generally require only 8 to 12 minutes to complete either the S-Anxiety or the T-Anxiety scale, and less than 20 minutes to complete both.Repeated administrations of the S-Anxiety scale typically require 5 to 7 minutesor less.

Many of the STAIC items have face validity as measures of "anxiety," but theexaminer should not use this term in administering the inventory. In talkingabout the STAIC, the examiner should consistently refer to the inventory and itssub-scales as the "How-I-Feel-Questionnaire," the title that is printed on the testform.

Since the validity of the STAIC rests upon the assumption that a child has a clearunderstanding of the state and trait instructions the child's attention should bedirected to the fact that the instructions are different for the two parts of theinventory. It should be emphasized that the child must report how he feels at aparticular moment in time when he responds to the S-Anxiety scale (C-1), andhow he generally feels when he responds to the T-Anxiety scale (C-2).

The standard procedure for administering the STAIC, especially in groupadministrations, is for the examiner to read the directions aloud while the childreads them silently. In group administrations, the group should not be too largesince children in such situations tend to be less attentive and occasionallybecome unruly. It is interesting to note, however, that in groups ranging from 15



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to 35 children, the size of the group did not seem to affect S-Anxiety scores inany systematic direction (Edwards, 1972).

In administering the STAIC, the examiner should emphasize that one of thethree phrases that follow the item stem should be checked, not the stem itself.With younger children, children with marginal reading ability, and those whocome from lower socioeconomic backgrounds, it is especially important toensure that the instructions are understood.

After presenting the instructions, the child should be given the opportunity toraise questions. If specific questions arise in the testing session, the examinershould respond in a non-committal manner. Responses such as "Just answeraccording to how you generally feel," or "Answer the way you feel right now," willusually suffice. If a child asks the pronunciation or meaning of a particular word,the examiner should read the word to him but should not define it. Most childrenrespond to all the items without being prompted, but if this question arises, theyshould be told not to omit any items. In research applications, the experimentermay wish to instruct subjects to respond to all of the items.

Research on the STAI with adolescents and adults has consistentlydemonstrated that scores on the T-Anxiety scale are relatively impervious to theconditions under which this scale is given (Johnson & Spielberger, 1968; Lamb,1969; Spielberger, et al., 1970), but S-Anxiety scores are (by design) influencedby the immediate environment. Therefore, in the standardization of the STAIC,the S-Anxiety subscale was given first, followed by the T-Anxiety scale, and thisorder is recommended when both scales are given together.

The standard administration of the STAIC requires the child to respond to eachitem by checking the word or phrase printed on the Test Form to the right of theitem-statement. For large samples, the STAIC may be administered with amachine scorable answer sheet. If this is necessary, care must be taken toinsure that the child understands that he must blacken the space on the answersheet that corresponds to the alternative choice on the Test Form which bestdescribes his feelings. Children should also be cautioned to make sure that thenumber on the answer sheet corresponds with the number of the question on theTest Form. The use of multiple-choice answer sheets is not recommended foryounger children nor for children with limited ability who are likely to havedifficulty understand what they are supposed to do.

The standard instructions printed on the Test Form should be employedconsistently in administering the STAIC T-Anxiety scale. For the S-Anxietyscale, however, the instructions may be modified to permit the evaluation of levelof S-Anxiety intensity for any situation or time interval that is of special interest tothe clinician or experimenter. In clinical work, a child may be asked to report thefeelings he experienced in play therapy or in a counseling interview, or he maybe asked to indicate how he felt in a situation that he has previously described.



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In behavior therapy, the child may be asked to indicate how he felt while hevisualized a specific stimulus situation.

In research, the experimenter may give the scale with standard instructions oralter the instructions to focus upon a particular time period. A child may beinstructed to respond, for example, according to how he felt while performing onan experimental task that he has just completed. It may be useful on lengthytasks to instruct the child to respond according to how he felt earlier in the task,or how he felt while working on the final portion of the task. Most children haveno difficulty in responding to the STAIC S-Anxiety items according to how theyfelt in a specific situation, or at a particular moment in time, provided the feelingswere recently experienced and the child is motivated to cooperate with theexperimenter.

It has been reported that repeated administrations of personality tests may leadto greater reliability in differentiating among subjects (Howard & Diesenhaus,1965), or have no significant influence on test scores (Bendig & Bruder, 1962).The STAI S-Anxiety scale has been given as often as three or four times in asingle experimental session of one hour's duration, with results that appeared toreflect the a priori stress that impinged upon the subjects (e.g., Lamb, 1969;Spielberger, O'Neil, & Hansen, 1972). Therefore, if measures of changes in S-Anxiety intensity over time are desired, it appears that the STAIC S-Anxiety scalemay be used.

SCORING THE STAIC

Children respond to the STAIC by selecting one of the three alternative choicesfor each item which describes them best (see the STAI Test Form). In essence,each STAIC item is a 3-point rating scale for which values of 1, 2, or 3 areassigned for each of the three alternative choices. Thus, scores on both theSTAIC S-Anxiety and T-Anxiety subscales can range from a minimum of 20 to amaximum score of 60.

The stem for all 20 STAIC S-Anxiety items is "I feel." For each of the 20 differentkey adjective terms, the child responds by checking one of the three alternativesthat describes him best. The key terms in half the items are indicative of thepresence of anxiety (e.g., nervous, worried), while the key terms reflect theabsence of anxiety in the other half (e.g., calm, pleasant).

For items in which the key term indicates the presence of anxiety, very and notare assigned values of 3 and 1, respectively. The order of weighting is reversedfor items in which the key terms indicate the absence of anxiety, i.e., very = 1;not = 3. A value of 2 is assigned to all responses where the child checks onlythe adjective. For example, very nervous = 3; nervous = 2; and not nervous = 1;and very calm = 1, calm = 2, and not calm = 3. Items indicative of the absence



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of anxiety, which are scored 1, 2, and 3 are: 1, 3, 6, 8, 10, 12, 13, 14, 17 and 20.For the remaining items, very is scored 3, and not, 1.

The STAIC T-Anxiety scale requires the child to respond to each item byindicating the frequency of occurrence of the behavior described by that item.For example, for Item 6 ("I worry too much"), the child responds by checkinghardly ever, sometimes, or often. The scoring weights assigned to hardly ever,sometimes, and often are 1, 2, and 3, respectively, for all of the STAIC T-Anxietyitems.

Children generally give responses for all of the STAIC items without specialinstructions or prompting. If a subject does omit one or two items on either theSTAIC S-Anxiety or T-Anxiety scales, his prorated full-scale score can beobtained by the following procedure: (1) determine the mean score for the itemsto which the subject responded; (2) multiply this value by 20; and (3) round theproduct to the next higher whole number. If three or more items are omitted,however, the validity of the scale must be questioned.

This manual includes a scoring key for scoring the STAIC S-Anxiety and T-Anxiety subscales by hand. To score S-Anxiety (C-1), place the appropriatetemplate on the Test Form and simply add the response values printed on thescoring key for each item. T-Anxiety (C-2) has the same scoring for each itemand does not require a template. Scoring is more conveniently done with asimple hand counter, but one may also do the adding in his head. The scoresfor each scale may be recorded at any convenient place on the Test Form.



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II. DEVELOPMENT AND NORMS

DEVELOPMENT

The development of the STAIC was begun in the fall of 1969. On the basis of acareful examination of other inventories designed to measure anxiety in childrenand extensive experience with the STAI in the measurement of anxiety inadolescents and adults, an initial pool of 33 S-Anxiety and 40 T-Anxiety itemswas derived. The format in which these preliminary items were written wassimilar to the STAI, but simplified to facilitate their use with elementary schoolchildren. The major changes in the format were a reduction in the number ofresponse categories from four to three and printing the three responsecategories on the Test Form for each item to make the required response moreconcrete.

The preliminary STAIC S-Anxiety and T-Anxiety items were presentedindividually to a number of fourth and fifth grade elementary school children whowere interviewed immediately after they responded to the scales. On the basisof the reactions of these children, the format for the S-Anxiety and T-Anxietyscales was further revised and simplified. The items in the revised format werethen given to fourth, fifth, and sixth grade children in the Woodville, Florida,Elementary School, a school located in a semi-rural area with many pupils fromlower socioeconomic class families. It was assumed that children from suchbackgrounds would have maximum difficulty with a self-report inventory.

The children were tested in groups in their regular classrooms. In addition to theSTAIC, they were given the Children's Manifest Anxiety Scale (CMAS)(Castaneda, McCandless, & Palermo, 1956) and the General Anxiety Scale forChildren (GASC) (Sarason, Davidson, Lighthall, Waite, & Ruebush, 1960). TheCMAS was administered first, followed by the GASC, and the preliminary formsof the STAIC S-Anxiety and T-Anxiety scales. Finally, the STAIC S-Anxietyitems were given with instructions for the children to imagine they were about totake a test and to respond according to how they believed they would feel. Theresponses for all of these instruments were recorded on the same IBM 1230multiple-choice answer sheet. Prior to the administration of the anxiety measure,the children were given special instructions and practice in the use of the answersheet.

The selection of the final set of items for the STAIC T-Anxiety scale was basedon a combined criterion which was defined in terms of the internal consistencyand concurrent validity of each item. To determine concurrent validity,correlations for each item with the CMAS and the GASC were computed for bothboys and girls. Internal consistency was evaluated on the basis of item-remainder correlations with the total preliminary T-Anxiety scale.



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Of the 40 preliminary T-Anxiety items, 18 correlated better than .20 with both theCMAS and the GASC, and had item-remainder correlations of .20 or better withthe preliminary STAIC T-Anxiety scale for both sexes. Two additional items thatwere highly correlated with the CMAS and GASC were added, resulting in a finalset of 20 items for the STAIC T-Anxiety scale. One of the added items had veryhigh internal consistency for boys, but not for girls; the second added item hadhigh internal consistency for girls but not for boys.

For the STAIC S-Anxiety scale, the criteria for the selection of items was basedon internal consistency and construct validity. Item-remainder correlations werecomputed separately for boys and girls for each item on the 33-item preliminaryscale. Point-biserial correlations were also computed for each item for bothstandard and special conditions. Item-remainder correlations of .20 or higher forboth males and females were obtained for 26 items. Of these, the point-biserialcorrelations were .20 or higher for both males and females for 22 items. The twopreliminary S-Anxiety items judged to be weakest were subsequently eliminated,resulting in the final 20-item STAIC S-Anxiety scale.

The STAIC scales resulting from the procedures described above comprise whatmay be regarded as an experimental form of the STAIC. Several of the T-Anxiety items are weaker than we would like. One S-Anxiety item (jittery)appeared to be quite difficult for fourth graders, but was retained because it wasempirically determined to be one of the best items for discriminating between thestandard and special test conditions. Rather than making minor revisions thatmight invalidate the work already done, the normative data and the reliability andvalidation studies reported in this Manual were all based on the STAIC TestForm that was developed as described above.

NORMS FOR THE STAIC

The normative data for the STAIC are based on two large samples of elementaryschool children: (a) 456 male and 457 female fourth, fifth, and sixth gradestudents enrolled in three different schools in Tallahassee and Leon County,Florida; and (b) 281 males and 357 females enrolled in the fourth, fifth, and sixthgrades drawn from three different schools in Bradenton and Manatee County,Florida. In collecting these data, the S-Anxiety scale was always given first,followed by the T-Anxiety scale. For both samples, 35 to 40 percent of thechildren were black, which is a substantially larger percentage than theproportion of black children in the two school systems. This resulted from thefact that, in each of the school systems, one school with a predominantly blackstudent body was selected for study.

The scores obtained for boys and girls in each of the three grades in the twosamples were compared. Only small differences attributable to chance werefound for the T-Anxiety scale. For the S-Anxiety scale, however, the scores ofthe Tallahassee sample were slightly higher than those of the Bradenton



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children. This difference may be attributable to the fact that the Tallahasseechildren were tested shortly before the examination period near the end of theschool year.

The norms are based on the combined data for the Tallahassee and Bradentonsamples. The means and standard deviations for the normative sample arereported in Table 1 for the total sample and separately by sex and grade level. Itmay be noted that the mean STAIC T-Anxiety scores for girls were slightly higherthan those for boys, and this was especially true for the children in the fourth andfifth grades. There were only minimal differences in the mean STAIC S-Anxietyscores obtained by the boys and girls.

TABLE 1

STAIC Means and Standard DeviationsFor 1554 Elementary School Children

4th

Grade 5th

Grade 6th

Grade TotalSample

Trait State Trait State Trait State Trait State

Males

Mean 36.3 30.1 36.4 31.0 37.3 31.8 36.7 31.0

SD 6.80 5.62 6.21 5.60 6.03 5.84 6.32 5.71

N 222 222 286 286 309 309 817 817

Females

Mean 38.1 30.3 38.7 31.2 37.3 30.6 38.0 30.7

SD 6.06 6.40 7.00 6.14 6.73 5.62 6.68 6.01

N 194 194 250 250 293 293 737 737

Normalized T-scores (mean = 50; SD = 10) and percentile ranks for thenormative sample are presented in Tables 2 and 3, separately by sex and grade.To find the T-score or percentile rank in the Norm Table that corresponds to anobtained S-Anxiety or T-Anxiety score, look up the child's raw score in thecolumn at the left or right of the table and read the T-score or percentile rank forthe child from the column that corresponds to the child's sex and grade.

The STAIC S-Anxiety scores for the normative sample were positively skewedwhile those for the T-Anxiety scale were approximately normal. Thesecharacteristics of the STAIC sub-scale distributions are reflected in Table 2 intwo ways: (1) the S-Anxiety normalized T-scores that correspond to raw scoresof 20 are relatively larger than the corresponding T-score for the T-Anxiety scalefor both males and females at each grade level; and (2) the S-Anxiety T-scorefor each raw score is substantially larger than the corresponding T-Anxiety T-



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score. It should be noted that S-Anxiety scores were relatively low during theclass periods in which the children in the normative sample were tested;consequently, there is considerable "top" to the S-Anxiety scale which permits itto increase substantially in situations that are more stressful.



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TABLE 2

Normalized T-Scores for the STAIC S-Anxiety and T-Anxiety Scales

Fourth Grade Fifth Grade Sixth Grade Total Sample

Male Female Male Female Male Female Male FemaleRaw Raw

Scores ST TR ST TR ST TR ST TR ST TR ST TR ST TR ST TR Scores

20 30 22 24 27 25 27 23 24 28 20 2021 33 25 31 31 21 28 30 30 21 30 20 31 22 2122 35 29 35 33 25 30 21 32 21 33 25 33 23 33 26 2223 37 31 37 22 35 28 32 25 34 24 35 27 35 25 35 28 2324 38 33 39 26 37 30 35 26 36 27 37 27 37 27 37 30 2425 40 34 42 28 39 32 38 30 37 29 39 30 39 30 39 32 25

26 42 35 44 31 40 34 41 32 38 32 41 32 42 32 40 34 2627 44 37 46 33 42 36 44 34 40 35 43 34 44 34 42 36 2728 47 38 48 35 45 37 46 35 42 36 45 36 46 35 44 37 2829 49 39 50 36 47 39 48 37 45 37 48 38 48 37 46 38 2930 51 41 52 37 49 40 50 38 48 38 51 39 51 39 49 40 30

31 54 42 53 38 52 42 52 40 51 40 53 41 53 40 52 41 3132 56 44 55 40 53 44 54 41 53 41 55 43 54 42 54 43 3233 57 45 56 41 55 45 55 42 54 42 56 45 56 43 55 44 3334 58 47 57 43 56 46 57 43 56 44 58 46 57 44 56 45 3435 59 48 58 44 57 47 58 45 57 46 60 47 59 45 58 47 35

36 61 50 59 46 59 49 59 46 58 48 61 48 60 47 59 49 3637 62 51 60 48 61 50 60 47 60 49 62 50 61 48 61 50 3738 63 52 62 49 63 51 62 49 61 51 63 51 62 50 62 51 3839 64 53 63 51 65 53 62 50 63 52 65 52 63 51 64 53 3940 65 55 64 53 66 55 63 52 63 55 66 53 64 53 65 55 40

41 66 57 65 55 67 57 64 53 64 57 67 55 65 55 66 57 4142 67 58 66 57 67 59 65 55 66 59 67 57 66 56 67 59 4243 68 60 67 58 68 61 67 56 67 60 68 58 67 57 68 60 4344 70 62 68 60 69 62 68 57 68 61 68 60 68 59 69 62 4445 72 64 69 61 70 64 69 58 69 63 69 61 69 60 70 64 45

46 76 65 70 63 72 67 69 60 69 65 70 63 70 62 71 66 4647 78 66 71 66 72 68 71 61 70 67 70 65 71 64 72 67 4748 67 72 69 73 70 71 63 70 68 71 67 71 66 73 68 4849 68 72 70 75 74 71 65 72 69 72 68 72 67 74 70 4950 70 73 70 76 75 71 66 74 71 75 70 73 68 76 72 50

51 72 74 72 79 75 72 69 75 73 77 71 74 70 77 73 5152 75 76 73 76 73 71 75 73 77 71 75 72 78 74 5253 76 76 73 77 74 71 76 74 77 72 75 72 79 75 5354 76 76 74 77 79 72 79 76 79 73 78 73 80 76 5455 76 76 76 77 74 77 74 80 74 77 55

56 76 76 76 79 77 77 75 80 75 77 5657 76 78 76 77 77 75 80 75 78 5758 76 76 77 79 75 75 79 5859 76 76 77 77 76 80 5960 78 78 79 80 80 60



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TABLE 3

Percentile Ranks for the STAIC S-Anxiety and T-Anxiety Scores

Fourth Grade Fifth Grade Sixth Grade Total Sample

Male Female Male Female Male Female Male FemaleRaw Raw

Scores ST TR ST TR ST TR ST TR ST TR ST TR ST TR ST TR Scores

20 2 1 1 1 1 1 1 1 2021 5 1 3 3 1 2 2 2 3 1 2122 6 2 6 4 1 2 4 4 1 4 4 1 2223 9 3 10 7 1 4 1 5 1 6 1 7 1 7 2 2324 12 5 14 1 10 2 7 1 7 1 10 1 10 1 9 2 2425 15 5 20 2 13 4 12 2 10 2 13 2 14 2 13 3 25

26 21 7 26 3 17 6 19 4 12 3 18 4 20 4 16 5 2627 28 9 34 4 22 8 27 5 17 6 24 6 28 5 22 7 2728 37 11 41 6 29 9 34 7 22 9 31 8 35 7 29 10 2829 45 14 48 8 37 13 41 9 29 10 41 11 43 10 36 12 2930 55 17 57 10 46 17 49 12 40 12 52 14 53 13 47 15 30

31 65 21 63 12 57 22 58 16 52 15 62 19 61 16 57 19 3132 71 26 68 15 64 26 65 19 62 18 68 25 67 20 65 23 3233 75 32 72 19 68 31 70 22 67 22 74 30 72 24 70 28 3334 79 38 77 24 72 35 75 26 72 27 79 33 77 28 74 33 3435 82 43 80 28 77 39 78 29 75 33 83 38 81 32 78 38 35

36 87 49 82 34 82 45 80 34 79 41 86 43 83 37 82 45 3637 89 53 85 41 86 50 84 39 84 47 89 49 86 43 86 50 3738 91 58 88 48 90 56 88 44 87 52 90 53 89 49 89 55 3839 93 64 90 55 93 62 89 50 90 59 93 58 91 54 92 61 3940 94 70 92 62 95 68 90 57 91 68 94 63 92 61 93 68 40

41 95 76 94 69 95 76 92 63 92 75 95 70 93 68 94 76 4142 96 80 95 75 96 83 94 69 94 80 96 75 95 73 95 81 4243 97 83 96 80 96 86 95 73 96 83 96 79 96 77 96 84 4344 98 88 96 83 97 89 96 77 97 87 97 83 96 81 97 88 4445 99 92 97 87 98 93 97 80 97 90 97 87 97 85 98 92 45

46 100 93 98 90 98 96 97 83 97 93 98 91 98 88 98 94 4647 100 95 98 95 99 97 98 87 98 95 98 93 98 91 99 96 4748 95 98 97 99 98 98 90 98 97 98 95 98 94 99 97 4849 96 99 98 99 99 98 93 99 97 99 97 99 96 99 98 4950 98 99 98 99 99 98 95 99 98 99 98 99 97 100 98 50

51 99 99 98 100 99 99 97 99 99 100 98 99 98 100 99 5152 99 99 99 99 99 98 99 99 100 98 99 99 100 99 5253 100 99 99 99 99 98 100 99 100 98 99 99 100 99 5354 100 99 99 100 100 99 100 100 100 99 100 99 100 100 5455 100 99 99 100 99 100 99 100 99 100 55

56 100 99 99 100 100 100 99 100 99 100 5657 100 100 99 100 100 99 100 99 100 5758 100 99 100 100 99 99 100 5859 100 99 100 100 100 100 5960 100 100 100 100 100 60



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III. RELIABILITY AND VALIDITY

RELIABILITY

Test-retest reliability (stability) coefficients for the STAIC are presented in Table 4 for246 elementary school children in the Bradenton normative sample who were retestedafter an eight-week time interval. The test-retest correlations for the T-Anxiety scalewere only moderate, which probably reflects both a limitation in the psychometricproperties of the scale and the instability of personality structure in children of this age.It may be noted, however, that the stability coefficients for the T-Anxiety scale wereconsiderably higher than those for the S-Anxiety scale. Since a valid measure of S-Anxiety should reflect the influence of unique situational factors existing at the time oftesting, low test-retest correlations for the STAIC S-Anxiety scale were anticipated.

TABLE 4

Test-Retest Reliability Coefficients for Fourth, Fifth and Sixth GradeSchool Children Over a Six-Week Interval

N T-Anxiety S-Anxiety

Males 132 .65 .31

Females 114 .71 .47

Given the transitory nature of anxiety states, measures of internal consistency such asthe alpha coefficient would seem to provide a more meaningful index of reliability thantest-retest correlations. The alpha reliability of the STAIC S-Anxiety scale, computedfor the Leon County sample by Kuder-Richardson formula 20 as modified by Cronbach(1950), was .82 for males and .87 for females. For the T-Anxiety scale, the alphacoefficients were .78 for males and .81 for females.

Further evidence of the internal consistency of the STAIC scales is provided by item-remainder correlations computed for the Leon County sample, which are presented inTable 5. The median item-remainder correlation for the items in the S-Anxiety scalewas .38 for the males and .48 for females. For the T-Anxiety scale, the mediancorrelation was .35 for males and .40 for females. These correlations are somewhatlower than the item-remainder coefficients typically found for adolescents and adultswith the STAI (Spielberger, et al., 1970).

In summary, the internal consistency of the STAIC scales is reasonably good and thetest-retest reliability (stability) of the T-Anxiety scale is moderate. The test-retestcorrelations for the STAIC S-Anxiety scale are quite low, as would be expected for a



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measure designed to be sensitive to the influence of situational factors. In general, thesubscales of the STAIC are somewhat less stable and not as internally consistent asthe corresponding STAI scales (Spielberger, et al., 1970).

TABLE 5

Item Remainder Correlation Coefficients forIndividual STAIC S-Anxiety and T-Anxiety Items

S-ANXIETY T-ANXIETY

Item Males Females Males Females

1 .41 .41 .35 .342 .33 .55 .34 .423 .45 .44 .35 .374 .36 .51 .28 .275 .24 .23 .36 .436 .35 .33 .44 .447 .28 .45 .34 .388 .50 .43 .24 .169 .42 .55 .40 .4610 .38 .46 .38 .4511 .26 .52 .37 .3612 .43 .54 .41 .4913 .37 .42 .29 .3714 .50 .61 .42 .4415 .55 .56 .33 .4216 .44 .51 .20 .3117 .33 .46 .49 .5118 .26 .43 .24 .2719 .39 .53 .35 .4020 .50 .54 .38 .41

VALIDITY

The STAIC was developed to provide operational measures of state and trait anxiety asthese constructs were defined in the introduction to this Manual. Evidence of theconcurrent validity of the STAIC T-Anxiety scale is shown by its correlation with the twomost widely used measures of trait anxiety in children - the Children's Manifest AnxietyScale (Castaneda, et al., 1956) and the General Anxiety Scale for Children (Sarason, etal, 1960). In a sample of 75 children, the STAIC T-Anxiety scale correlated .75 with theCMAS and .63 with the GASC (Platzek, 1970).

Evidence bearing on the construct validity of the S-Anxiety scale is available for asample of more than 900 fourth, fifth, and sixth grade students. These students werefirst administered the S-Anxiety scale with the standard instructions (NORM condition)and then asked to respond to the STAIC S-Anxiety scale according to how they



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believed they would feel just before the final examination in an important subject (TESTcondition). The mean scores in the NORM and TEST conditions for each individual S-Anxiety item are reported in Table 6. Critical ratios (CR) for the differences betweenthese means, and point-biserial correlations, r(pb), for scores on each item with the twoexperimental conditions are also reported in Table 6.

TABLE 6

Mean Scores on Individual STAIC S-Anxiety ItemsUnder Norm and Test Conditions

MALES (N=456) FEMALES (N=457)

Item Norm Test CR r(pb) Norm Test CR r(pb)

1 1.90 2.51 15.97 .44 1.94 2.64 20.14 .51

2 1.14 1.60 12.60 .36 1.18 1.72 15.00 .40

3 1.83 2.43 16.43 .44 1.86 2.46 17.46 .45

4 1.33 2.03 18.06 .47 1.37 2.16 20.32 .53

5 1.31 1.83 13.39 .39 1.30 1.94 16.85 .46

6 1.99 2.41 10.04 .29 2.05 2.55 13.56 .37

7 1.15 1.76 16.02 .45 1.17 1.94 20.98 .55

8 1.99 2.51 13.34 .37 2.00 2.66 18.27 .49

9 1.23 1.96 17.97 .50 1.26 2.06 20.91 .54

10 1.97 2.43 11.74 .34 1.93 2.55 16.29 .45

11 1.13 1.60 13.56 .38 1.13 1.77 18.25 .48

12 1.82 2.47 17.37 .45 1.77 2.52 19.98 .50

13 1.89 2.52 16.53 .44 2.01 2.65 17.45 .47

14 1.74 2.33 15.34 .40 1.66 2.42 20.88 .51

15 1.22 1.68 12.28 .36 1.22 1.78 15.17 .42

16 1.31 1.71 9.78 .30 1.25 1.75 12.42 .37

17 1.82 2.28 12.98 .34 1.72 2.32 16.86 .43

18 1.16 1.53 10.21 .30 1.15 1.60 12.64 .35

19 1.29 1.75 11.72 .32 1.29 1.83 14.15 .38

20 1.88 2.42 14.36 .37 1.77 2.47 18.17 .47

The mean scores for the S-Anxiety scale were considerably higher in the TESTcondition (males, 41.76; females, 43.79) than in the NORM condition (males, 31.10;females, 31.03). Furthermore, each individual item significantly discriminated betweenthe NORM and TEST conditions for both the males and females. The magnitude of thedifferences in S-Anxiety evoked in boys and girls by the two experimental conditions isreflected in the size of the CR and the point-biserial correlation for each item. It may benoted that item 4 (nervous) discriminated best between the NORM and TESTconditions for boys, and item 7 (scared) was the best discriminator for girls.



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CORRELATIONS WITH OTHER SCALES

Table 7 presents correlations between the STAIC S-Anxiety and T-Anxiety scales withthe California Test of Mental Maturity and the California Achievement Test for groups of80 to 140 fourth, fifth, and sixth grade elementary school children in the Tallahasseesample. Most of the correlations are negative as might be expected with thesemeasures of aptitude and achievement.

TABLE 7

Correlations of the STAIC T-Anxiety Scale With Measures ofAptitude and Achievement Among Elementary School Children

MALES FEMALES

Grades: 4th

5th

6th

4th

5th

6th

California Test of Mental MaturityI.Q. Score 18 -12 -37 -36 -12 -36

California Achievement Test

Reading -14 -21 -28 -34 -14 -33

Language -12 -21 -28 -32 -08 -24

Arithmetic -10 -17 -24 -34 -13 -32

Composite Score -13 -17 -29 -37 -13 -31

Study Skills -13 -16 -32 -33 -09 -30

It may be noted in Table 7 that the pattern of correlations for boys and girls appears tobe somewhat different. For boys, the magnitude of the inverse relationship between T-Anxiety scores and the measures of ability and achievement increases slightly for eachgrade level. In contrast, the negative correlations were highest for the fourth grade girlsand lowest for those in the fifth grade. In general, the correlations between the anxietyand ability-achievement scores tended to be higher for girls than for boys, except for thefifth grade children for whom there was little difference.

The relationship between scores on the two STAIC scales and the grades assigned byteachers was determined for a sample of 75 fourth, fifth, and sixth grade elementaryschool children. The teachers were also asked to rate the behavioral manifestations ofanxiety observed in each child. The correlations between the scales and grade pointaverages were .35 and .37, while teachers' ratings of manifest anxiety correlated .19and -.07, respectively, with the T-Anxiety and S-Anxiety scales. While teachers' ratingswere apparently unrelated to the children's self-ratings of anxiety, they proved to be thebest predictors of academic achievement: a correlation of .42 was obtained betweenteachers' ratings of anxiety and grade-point averages.



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It is difficult to say how much the teacher's ratings reflected the child's social behavior inthe classroom, or the child's ability to perform. For example, a teacher might concludethat, "Since Johnny does so well in school, he couldn't possibly be nervous." It isapparent, however, that scores on the STAIC measure something different than thebehaviors regarded by teachers as manifestations of anxiety.

Professor Richard L. Gorsuch (1971) and his associates at George Peabody Collegeinvestigated the relationship between scores on the T-Anxiety scale and verbal IQ,race, socioeconomic status, grade and sex for a sample of 428 fourth and fifth gradeelementary school children in Tennessee. The subjects were selected so that in thetotal sample there were approximately equal numbers of blacks and whites, males andfemales, and children from lower class and middle class socioeconomic backgrounds.STAIC T-Anxiety scores were not related to either race or grade level, but there was asignificant negative correlation with verbal IQ as measured by the IPAT-CPQ. The T-Anxiety scores of girls were also significantly higher than those of the boys, and the T-Anxiety scores of children from lower socioeconomic backgrounds were higher thanthose of middle class children.

CURRENT RESEARCH WITH THE STAIC

There are a number of experimental investigations currently in progress in which thescale is being used. The findings of three recent studies are summarized below.

Edwards (1972) investigated the effects of the stress associated with school integrationon state and trait anxiety for black and white elementary school children. A court-ordered integration plan resulted in the mid-year transfer of large numbers of fourth,fifth, and sixth grade children from previously all-black or all-white schools into newly-integrated schools. The STAIC was administered to these children one week prior totransfer and then readministered approximately six weeks after transfer. The Lipsett(1958) Children's Self-Concept Scale (CSCS) was also administered in the post-transfer testing session. Edwards found that transferred females had higher post-transfer S-Anxiety scores than non-transferred females, whereas the S-Anxiety scoresfor transferred males did not differ from those of males who were not transferred. Healso found that black children had higher T-Anxiety scores than white children, and thatthe T-Anxiety scores of girls were higher than those of boys. The overall correlationbetween STAIC T-Anxiety scores and the self concept measure was -.26, and thisinverse relationship was strongest for the black males (r = -.41).

Gaudry and Poole (1972) investigated the effects of success and failure on level ofanxiety for ninth grade boys and girls in 31 classes in 18 different secondary schools inthe Melbourne, Australia, metropolitan area. These students were divided into two"attainment" (achievement) groups based on marks in English and rankings by theirEnglish teachers. The children in the high and low achievement groups were thenrandomly assigned in approximately equal numbers to "success" and "failure"experimental conditions. Although all groups thought they were receiving exactly the



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same examination, the success group was given an easy 40-item vocabulary test,whereas the failure group received a difficult 40-item test. The success and failuregroups were given the STAIC S-Anxiety scale immediately before the vocabulary test.The children scored their own examinations, and norms prominently posted on theblackboard provided immediate feedback about their performance. After the childrenwere given time to calculate their scores on the vocabulary test, the STAIC S-Anxietyscale was given again. The mean S-Anxiety scores for the failure groups increasedsignificantly from pre-test to post-test, while those of the success group declined.These effects were observed regardless of the sex or ability level of the children.

Montuori employed the STAIC to study the effects of stress and anxiety on awarenessand performance in verbal conditioning. The subjects were fifth and sixth grade boysdivided into high and low T-Anxiety groups based on their scores on the STAIC T-Anxiety scale and the Children's Manifest Anxiety Scale. Stress and non-stressconditions were defined by instructions which informed one group of children they weregoing to receive a test and the second group that they were going to play a game.State anxiety was measured with the STAIC S-Anxiety scale immediately before thechildren participated in the verbal conditioning task, during the task, and after the task.No differences in the S-Anxiety scores of children in the stress and non-stressconditions were found, but the S-Anxiety scores of the HT-Anxiety subjects wereconsistently higher than those of the LT-Anxiety subjects. There was also a tendencyfor the S-Anxiety scores of the HT-Anxiety subjects in the stress condition to remain ata higher level throughout the verbal conditioning task, while those of the HT-Anxietychildren in the non-stress condition decreased. A higher percentage of the children withlow levels of S-Anxiety during the verbal conditioning task became aware of the correctresponse-reinforcement contingency than was the case for children exhibiting highlevels of S-Anxiety. Only subjects who were aware of the response-reinforcementcontingency exhibited performance gains, and aware subjects exhibiting higher levels ofS-Anxiety during conditioning showed smaller gains than did the aware children whowere low in S-Anxiety. Montuori interpreted his results as indicating that the perceptionof threat in an evaluative situation led to higher levels of state anxiety and associatedself-relevant, non-task-oriented responses (uncertainty and caution) which interferedwith performance.



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NOTES

The STAIC has been used extensively in research in the assessment of anxiety inchildren in the United States and other countries (Spielberger, 1997). Over 200references showing the wide-ranging use of the STAIC in research have been compiledinto a Bibliography of Research with the State-Trait Anxiety Inventory for Children(STAIC) which is provided in Appendix A. Investigators who use the STAIC in clinical orexperimental research are requested to communicate their findings to Professor C.D.Spielberger, Director, Center for Research in Behavioral Medicine and HealthPsychology, University of South Florida/Psychology Department, 4202 E. FowlerAvenue/BEH 339, Tampa, Florida, 33620-8200. Observations and experiences ofclinicians who use the STAIC in their professional practice will also be greatlyappreciated.

The State-Trait Anxiety Inventory (STAI) is available for the measurement of state andtrait anxiety in adolescents and adults. The STAI Test Form and Manual are availablefrom Mind Garden. The STAI Manual provides detailed information on thedevelopment, reliability, and validity of the STAI that will be of general interest to thosewho use the STAIC in clinical work and research with children. The STAI Test Manualalso provides extensive normative data for high school and college students,neuropsychiatric, general medical and surgical patients, and young prison inmates.

The STAIC has been translated into 13 languages (listed in Appendix B). Pleasecontact Mind Garden regarding the availability of a particular translation or adaptation.(A translation is the first step in the adaptation of a test into a second language.) TheSTAI and STAIC have been translated into Spanish and used in research in PuertoRico, Mexico, and with Mexican-Americans in Texas. Copies of the Spanish TestForms of the STAI and STAIC may be obtained from Mind Garden. The STAI has alsobeen translated into Hindi and standardized with college students at Panjab University,Chandigarh, India.



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IV. REFERENCES

Bendig, A.W., & Bruder, G. The effect of repeated testing on anxiety scale scores.Journal of Consulting Psychology, 1962, 26, 392.

Castaneda, A., McCandless, B.R., & Palermo, D.S. The Children's Form of theManifest Anxiety Scale. Child Development, 1956, 27, 317-326.

Cronbach, L.J. Coefficient alpha and the internal structure of tests. Psychometrika,1951, 16, 297-335.

Edwards, C.D. Stress in the school: A study of anxiety and self-esteem in black andwhite elementary school children. Unpublished doctoral dissertation, FloridaState University, 1972.

Gaudry, E., & Poole, C. The effects of an experience of success or failure on stateanxiety level. Journal of Experimental Education, 1972, 41, 18-21.

Gorsuch, R.L. The relationship between trait anxiety, I.Q., race, sex, andsocioeconomic background in fourth and fifth grade elementary school children.Unpublished study, George Peabody College, Nashville, Tennessee, 1971.

Howard, K.I., & Diesenhaus, H. 16 PF item response patterns as a function of repeatedtesting. Educational and Psychological Measurement, 1965, 25, 365-379.

Hull, C.L. Principles of Behavior. New York: Appleton-Century, 1943.

Johnson, D.T., & Spielberger, C.D. Effects of relaxation training and the passage oftime on measures of state- and trait-anxiety. Journal of Clinical Psychology,1968, 24, 20-23.

Lamb, D.H. The effects of public speaking on self-report, physiological and behavioralmeasures of anxiety. Unpublished doctoral dissertation, Florida State University,1969.

Lipsett, L. A Self-concept scale for children and its relationship to the Children's Formof the Manifest Anxiety Scale. Child Development, 1958, 29, 463-472.

Montuori, J.J. The effects of stress and anxiety on verbal conditioning in children.Unpublished doctoral dissertation, Florida State University, 1971.

Platzek, D. Anxiety in children. Unpublished study, Florida State University,Tallahassee, Florida, 1970.



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Sarason, S.B., Davidson, K.S., Lighthall, F.F., Waite, R.R., & Ruebush, B.K. Anxiety inElementary School Children. New York: Wiley, 1960.

Spence, K.W. A theory of emotionally based drive (D) and its relation to performance insimple learning situations. American Psychologist, 1958, 13, 131-141.

Spielberger, C.D. Theory and research on anxiety. In C.D. Spielberger (Ed.), Anxietyand Behavior. New York: Academic Press, 1966, 3-20.

Spielberger, C.D. Trait-state anxiety and motor behavior. Journal of Motor Behavior,1971, 3, 265-279.

Spielberger, C.D. Current trends in theory and research on anxiety. In C.D.Spielberger (Ed.), Anxiety: Current Trends in Theory and Research, Vol. 1. NewYork: Academic Press, 1972a, 3-19.

Spielberger, C.D. Anxiety as an emotional state. In C.D. Spielberger (Ed.), Anxiety:Current Trends in Theory and Research, Vol. 1. New York: Academic Press,1972b, 23-49.

Spielberger, C.D., Gorsuch, R.L., & Lushene, R.E. Manual for the State-Trait AnxietyInventory (Self-Evaluation Questionnaire). Palo Alto, California: ConsultingPsychologists Press, 1970.

Spielberger, C.D., O'Neil, H.F., & Hansen, D.N. Anxiety, drive theory, and computer-assisted learning. In B.A. Maher, Progress in Experimental PersonalityResearch, Vol. 6. New York: Academic Press, 1972, 109-148.

Veldman, D.J. Fortran Programming for the Behavioral Sciences. New York: Holt,Rinehart, & Winston, 1967.



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V. APPENDICES

APPENDIX A

Bibliography of Research with theState-Trait Anxiety Inventory for Children (STAIC)

C.D. Spielberger, Ph.D.Distinguished Research Professor of Psychology

Director, Center for Research inBehavioral Medicine and Health Psychology

University of South FloridaTampa, Florida 33620

May 1997

General References

Spielberger, C.D. (1973). Preliminary test manual for the State-Trait Inventory ForChildren. Palo Alto, CA: Consulting Psychologists Press, Inc.

Spielberger, C.D. (1983). Manual for the State-Trait Anxiety Inventory (Revised). PaloAlto, CA: Consulting Psychologists Press.

Spielberger, C.D. (1984). State-Trait Anxiety Inventory: A comprehensivebibliography. Palo Alto, CA: Consulting Psychologists Press.

Research Publications

Alexander, A.B. (1972). Systematic relaxation and flow rates in asthmatic children:Relationship to emotional precipitants and anxiety. Journal of PsychosomaticResearch, 16, 405-410.

Alexander, A.B. (1980). The treatment of psychosomatic disorders: Bronchial asthmain children. In B.B. Lahey & A.E. Kazdin (Eds.), Advances in clinical childpsychology (Vol. 3). New York: Plenum Press.

Andrasik, F., Kabela, E., Quinn, S., Attansio, V., Blanchard, E.B., & Rosenblum, E.L.(1988). Psychological functioning of children who have recurrent migraine.Pain, 34, 43-52.



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Anton, J.E.K. (1978). The relationship between trait anxiety and parent-childinteractions in upper elementary school children (Doctoral dissertation, Universityof Northern Colorado, 1978). Dissertation Abstracts International, 39, 189A.

Aragona, J.A. (1983). Physical child abuse: An interactional analysis (Doctoraldissertation, University of South Florida, 1983). Dissertation AbstractsInternational, 44, 1225B.

Bakker, F.C. (1988). Personality differences between young dancers and non-dancers. Personality and Individual Differences, 9, 121-131.

Bakker, F.C., & van Wieringen, P.C.W. (1985). Anxiety induced by ego- and physicalthreat: A preliminary validation of a Dutch adaptation of Spielberger's State-TraitAnxiety Inventory for Children (STAIC). In C.D. Spielberger, I.G. Sarason, & P.B.Defares (Eds.), Stress and anxiety (Vol. 9, pp. 141-146). New York:Hemisphere/McGraw-Hill.

Barton, K. (1970). Block manipulation by children as a function of social reinforcement,anxiety, arousal, and ability pattern (Doctoral dissertation, George PeabodyCollege for Teachers, 1969). Dissertation Abstracts International, 30, 5219B.

Bauermeister, J.J., Forestieri, B.V., & Spielberger, C.D. (1976). Development andvalidation of the Spanish form of the State-Trait Anxiety Inventory for Children(IDAREN). In C.D. Spielberger & R. Diaz-Guerrero (Eds.), Cross-cultural anxiety(pp. 71-84). Washington, DC: Hemisphere/Wiley.

Bauermeister, J.J., Fumero, O.C., Villamil-Forestieri, B., & Spielberger, C.D. (1986).Confiabilidad y validez del inventario de ansiedad rasgo y estado para niños ypanameños [Reliability and validity of the IDAREN]. Revista Interamericana dePsicologia, 20, 1-20.

Bedell, J.R. (1977). The effects of instructions on the measurement of state anxiety inchildren. Journal of Consulting and Clinical Psychology, 45, 941-942.

Bedell, J.R., Giordani, B., Armour, J.L., Tavormina, J., & Boll, T. (1977). Life stressand the psychological and medical adjustment of chronically ill children. Journalof Psychosomatic Research, 21, 237-242.

Bedell, J.R., & Roitzsch, J. (1976). The effects of stress on state and trait anxiety inemotionally disturbed, normal and delinquent children. Journal of AbnormalChild Psychology, 4, 173-177.

Beidel, D.C., & Turner, S.M. (1988). Comorbidity of test anxiety and other anxietydisorders in children. Journal of Abnormal Child Psychology, 16, 275-287.



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Beidel, D.C., Turner, S.M., & Morris, T.L. (1995). A new inventory to assess childhoodsocial anxiety and phobia: The social phobia and anxiety inventory for children.Psychological Assessment, 7, 73-79.

Beitchman, J.H., & Corradini, A. (1988). Self report measures for use with children: Areview and comment. Journal of Counseling Psychology, 44, 477-490.

Biaggio, A. (1985). Relationships between state-trait anxiety and locus of control:Experimental studies with adults and children. International Journal ofBehavioral Development, 8, 153-166.

Bierman, K.L., & Schwartz, L.A. (1986). Clinical child interviews: Approaches anddevelopmental considerations. Journal of Child and Adolescent Psychotherapy,3, 267-278.

Black, H.M. (1981). Trait anxiety and separation distress: An analysis of twomeasures in parents and their adolescent children (Doctoral dissertation,California School of Professional Psychology, Los Angeles, 1981). DissertationAbstracts International, 42, 2042B.

Blair, P.J. (1988). Personality factors in children's nuclear concerns (Doctoraldissertation, The Wright Institute, 1988). Dissertation Abstracts International, 49,1423B.

Blumberg, S.H., & Izard, C.E. (1986). Discriminating patterns of emotions in 10- and11-year-old children's anxiety and depression. Journal of Personality and SocialPsychology, 51, 852-857.

Bond, C.R., & McMahon, R.J. (1984). Relationships between marital distress and childbehavior problems, maternal personal adjustment, maternal personality, andmaternal parenting behavior. Journal of Abnormal Psychology, 93, 348-351.

Brook, R.M., & Knapp, P. (1976). Effects of residential evaluation and rehabilitationplacement on children's state-trait anxiety. Journal of Clinical Psychology, 32,57-59.

Bullock, M.E. (1983). The effect of humor on anxiety and divergent thinking in children(Doctoral dissertation, California School of Professional Psychology, San Diego,1983). Dissertation Abstracts International, 44, 1219B.

Bush, J.P., Melamed, B.G., Sheras, P.L., & Greenbaum, P.E. (1986). Mother-childpatterns of coping with anticipatory medical stress. Health Psychology, 5, 137-157.



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Bush, M.A. (1987). Sibling adaption to pediatric cancer (Doctoral dissertation, CaseWestern Reserve University, 1986). Dissertation Abstracts International, 47,5046-5047B.

Butnik, S.M. (1980). Anxiety and locus of control as correlates of the internalizer-externalizer symptom dimension among a group of emotionally disturbedchildren (Doctoral dissertation, Ohio State University, 1980). DissertationAbstracts International, 41, 1494B.

Casat, C.D. (1988). Childhood anxiety disorders: A review of the possible relationshipto adult panic disorder and agoraphobia. Journal of Anxiety Disorders, 2, 51-60.

Cauce, A.M., Hannan, K., & Sargeant, M. (1992). Life stress, social support, and locusof control during early adolescence: interactive effects. American Journal ofCommunity Psychology, 20, 787-798.

Chattopadhyay, P.K., Mallik, N.B., & Spielberger, C.D. (1986). Adaptation of theBengali State-Trait Anxiety Inventory for Children. In C.D. Spielberger & R. Diaz-Guerrero (Eds.), Cross-cultural anxiety (Vol. 3, pp. 125-137). Washington, DC:Hemisphere/McGraw-Hill.

Cheun, S.Y. (1985). Relaxation training and precompetition anxiety levels of younggymnasts. Unpublished master’s thesis, Springfield College, Springfield, MA.

Clark, D.B., Turner, S.M., Beidel, D.C., Donovan, J.E., Kirisci,L., Jacob, R.G. (1994).Reliability and validity of the social phobia and anxiety inventory for adolescents.Psychological Assessment, 6, 135-140.

Constantino, G., Malgady, R.G., & Rogler, L.H. (1986). Cuento therapy: A culturallysensitive modality for Puerto Rican children. Journal of Consulting and ClinicalPsychology, 54, 639-645.

Corbin, C.B., Barnett, M.A., & Matthews, K.A. (1979). The effects of direct and indirectcompetition on children's state anxiety. Journal of Leisure Research, 11, 271-277.

Davidson, W.D. (1977). The effects of a time limit and two types of assessmentcontext on divergent thinking in children (Doctoral dissertation, University ofTexas at Austin, 1976). Dissertation Abstracts International, 37, 7630A.

De Gaudio, D.J. (1988). The effects of meditation based coping skills training in thetreatment of dental phobia under exposure and nonexposure conditions((Doctoral dissertation, St. John's University, 1987). Dissertation AbstractsInternational, 48, 3676B.



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De Man, A.F. (1986). Parental control in child rearing and trait anxiety in young adults.Psychological Reports, 59, 477-478.

De Obaldia, R., & Parsons, O.A. (1984). Relationship of neuropsychologicalperformance to primary alcoholism and self-reported symptoms of childhoodminimal brain dysfunction. Journal of Studies on Alcohol, 45, 386-392.

De Obaldia, R., & Parsons, O.A. (1984). Reliability and validity of theprimary/secondary alcoholism classification questionnaire and the HK/MBDChildhood Symptoms Checklist. Journal of Clinical Psychology, 40, 1257-1264.

Desenberg, D. (1988). The anxiety effect on fourth-grade children of divorce.Unpublished master's thesis, Adams State College, Grand Junction, CO.

Diaz-Guerrero, R. (1976). Test anxiety and general anxiety in Mexican and Americanschool children. In C.D. Spielberger & R. Diaz-Guerrero (Eds.), Cross-culturalanxiety (Vol. 1, pp. 136-142). Washington, DC: Hemisphere/Wiley.

Diaz-Guerrero, R., & Diaz-Loving, R. (1990). Interpretation in cross-cultural personalityassessment. In C.R. Reynolds & R.W. Kamphaus (Eds.), Handbook ofPsychological and Educational Assessment of Children: Personality, Behavior,and Content (pp 491-523). New York, NY: The Guilford Press.

DiGiuseppe, R., & Kassenove, H. (1976). Effects of a rational-emotive school mentalhealth program on children's emotional adjustment. Journal of CommunityPsychology, 4, 382-387.

Dorr, D. (1981). Factor structure of the State-Trait Anxiety Inventory for Children.Personality and Individual Differences, 2, 113-118.

Dorr, D., Stephens, J., Pozner, R., & Klodt, W. (1980). Use of AML scale to identifyadjustment problems in fourth-, fifth-, and sixth-grade children. American Journalof Community Psychology, 8, 341-352.

Dudding, G.S. (1990). The assessment of anxiety and depression in children.Advances in Psychological Assessment, 7, 133-163.

Dura, J.R., & Beck, S.J. (1988). A comparison of family functioning when mothershave chronic pain. Pain, 35, 79-89,

Dusek, J.B. (1980). The development of test anxiety in children. In I.G. Sarason (Ed.),Test anxiety: Theory, research, and applications (pp. 87-110). Hillsdale, NJ:Lawrence Erlbaum Associates, Publishers.



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Edwards, C.D. (1972). Stress in the school: A study of anxiety and self- esteem inBlack and white elementary school children (Doctoral dissertation, Florida StateUniversity, 1972). Dissertation Abstracts International, 33, 2806B.

Edwards, D. (1979). Effects of midterm integration on state and trait anxiety in blackand white elementary school children. American Journal of CommunityPsychology, 7, 57-70.

Egan, K.J. (1983). Stress management and child management with abusive parents.Journal of Clinical Child Psychology, 12, 292-299.

Elwood, S.W., Ferguson, H.B., & Thakar, J. (1986). Catecholamine response ofchildren in a naturally occurring stressor situation. Journal of Human Stress, 12,154-160.

Endler, N.S. (1978). A review of the State-Trait Anxiety Inventory for Children. InOscar Krisen Buros (Ed.), The eighth mental measurements yearbook (Vol. 1,pp. 1096-1098). Highland Park, NJ: The Gryphon Press.

Ernsdorf, W.S. (1987). The effects of attention control training and progressiverelaxation on elementary school students' anxiety and test performance (Doctoraldissertation, United States International University, 1986). Dissertation AbstractsInternational, 47, 4289-4290B.

Felner, R.D., Norton, P.L., Cowen, E., & Farber, S.S. (1981). A prevention program forchildren experiencing life crisis. Professional Psychology, 12, 446-452.

Field, T., Alpert, B., Vega-Lahr, N., Goldstein, S., & Perry, S. (1988). Hospitalizationstress in children: Sensitizer and repressor coping styles. Health Psychology, 7,433-445.

Finch, A.J., Jr., & Kendall, P.C. (1979). Problems in the measurement of anxiety inchildren. In A.J. Finch, Jr. & P.C. Kendall (Eds.), Treatment and research inchild psychopathology. New York: S.P. Medical & Scientific Books.

Finch, A.J., Jr., Kendall, P.C., Dannenburg, M.A., & Morgan, J.R. (1978). Effects oftask difficulty on state-trait anxiety in emotionally disturbed children. Journal ofGenetic Psychology, 133, 253-259.

Finch, A.J., Jr., Kendall, P.C., & Montgomery, L.E. (1976). Qualitative difference in theexperience of state-trait anxiety in emotionally disturbed and normal children.Journal of Personality Assessment, 40, 511-530.

Finch, A.J., Jr., Kendall, P.C., Montgomery, L.E., & Morris, T. (1975). Effects of twotypes of failure on anxiety. Journal of Abnormal Psychology, 84, 583-585.



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Finch, A.J., Jr., Montgomery, L.E., & Deardorff, P.A. (1974). Reliability of state-traitanxiety with emotionally disturbed children. Journal of Abnormal ChildPsychology, 2, 67-69.

Finch, A.J., Jr., & Nelson, W.M. (1974). Locus of conflict and anxiety in emotionallydisturbed children. Journal of Abnormal Child Psychology, 2, 33-37.

Finch, A.J., Jr., & Nelson. W.M. (1974). Locus of control and anxiety in emotionallydisturbed children. Psychological Reports, 35, 469-470.

Fox, J.E., & Houston, B.K. (1981). Efficacy of self-instructional training for reducingchildren's anxiety in an evaluative situation. Behaviour Research and Therapy,19, 509-515.

Fox, J.E., & Houston, B.K. (1983). Distinguishing between cognitive and somatic traitand state anxiety in children. Journal of Personality and Social Psychology, 45,862-870.

Fox, J.E., Houston, B.K., & Pittner, M.S. (1983). Trait anxiety and children's cognitivebehaviors in an evaluative situation. Cognitive Therapy and Research, 7, 149-154.

Freedenberg, R.A. (1975). Effects of systematic desensitization and attentionaltraining on anxiety and performance of nine and ten year old children (Doctoraldissertation, The University of Texas at Austin, 1974). Dissertation AbstractsInternational, 35, 4649B.

Friedman, S.H. (1976). Behavioral impulsivity, intellectual impulsivity, and anxietyamong learning disabled and normal children (Doctoral dissertation, Universityof Pittsburgh, 1976). Dissertation Abstracts International, 37, 1481A.

Gabrys, J.B. (1983). Contrasts in social behavior and personality of children.Psychological Reports, 52, 171-178.

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STAI-CH Sampler, © 1970 Dr. C.D. Spielberger. All Rights Reserved.Published by Mind Garden, Inc., www.mindgarden.com

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APPENDIX B

Foreign Language Adaptations and Translations of theState-Trait Anxiety Inventory for Children (STAIC)

Clearly stated conceptual definitions of state and trait anxiety developed over the past 30 yearshave facilitated the construction and validation of foreign language forms of the STAIC and theSTAI (Spielberger & Diaz-Guerrero, 1976, 1983). The experience gained in adapting theseinstruments for use in different cultures has provided impressive evidence of the universality ofthese concepts.

Spielberger and Sharma (1976) have reviewed the specific strategies used in constructing theSpanish (Spielberger & Diaz-Guerrero, 1975; Spielberger, et al., 1971) and the Hindi (Spielberger,et al., 1973) language forms of the STAI. In addition to discussing general issues pertinent to thecross-cultural assessment of anxiety, they identified four critical steps in adapting the STAI andSTAIC for use in a new language and culture: (1) preparation of a preliminary translation in thesecond language; (2) evaluation of the translation by experts on both subject matter and language;(3) establishing the cross-language equivalence of the original and translated scales; and (4)empirically demonstrating the reliability and validity of the new scale.

Thirteen foreign language translations and/or adaptations of the STAIC, and over 30 of the STAI,have been made, some of which are available from Mind Garden or the author (see listing on thefollowing page).

Researchers who are interested in developing foreign language adaptations of the STAIC or STAImust secure permission in advance. Those who wish to make translations for commercial orresearch purposes should write to the publisher, Mind Garden, Inc., at [email protected].



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Foreign Language Adaptations and Translations of theState-Trait Anxiety Inventory for Children (STAIC)

Language Country Translators

Bengali or Hindi? India Chatterjee

Chinese* China Yo Ren-Min & Zhou Jia-Ji,Shanghai Teachers University

Czech (Slovak?)* Czech Republic Dr. Michael Sebek

Dutch The Netherlands Bakker

German Germany Dr. H.W. Krohne, FachbereichPsychologie, UniversitatOsnabruck, Postfach 4469, D-4500 Osnabruck, West Germany

Greek* Greece Dr. A. Paschalis, 31 XanthouStreet, Neo Psychiko, Athens,Greece

Hebrew Israel Teichman

Hungarian* Hungary Sipos Konrel

Japanese Japan Professor Yusuke Kawazu & Dr.Ohnishi Fumiyuki, Department ofEducational Psychology, NigataUniversity, 951 Asahimachi Dori,Nigata, Japan

Portugese* Brazil Biaggio

Russian* Russia Dr. Yuri Hanin

Spanish* Puerto Rico Bauermeister

Turkish* Turkey Dr. LeCompte

* Available from Mind Garden; for other translations/adaptations, contact the author or translator



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HOW-I-FEEL QUESTIONNAIRE

Developed by C.D. Spielberger, C.D. Edwards, J. Montuori, and R. Lushene

STAIC Form C-1

Name: _________________________________________ Age: _________ Date:_________

DIRECTIONS: A number of statements which boys and girls use to describe themselves aregiven below. Read each statement carefully and decide how you feel right now. Then put anX in the box in front of the word or phrase which best describes how you feel. There are noright or wrong answers. Don’t spend too much time on any one statement. Remember, findthe word or phrase which best describes how you feel right now, at this very moment.

1. I feel ........................................... very calm calm not calm

2. I feel ........................................... very upset upset not upset

3. I feel ........................................... very pleasant pleasant not pleasant

4. I feel ........................................... very nervous nervous not nervous

5. I feel ........................................... very jittery jittery not jittery

6. I feel ........................................... very rested rested not rested

7. I feel ........................................... very scared scared not scared

8. I feel ........................................... very relaxed relaxed not relaxed

9. I feel ........................................... very worried worried not worried

10. I feel ........................................... very satisfied satisfied not satisfied

11. I feel ........................................... very frightened frightened not frightened

12. I feel ........................................... very happy happy not happy

13. I feel ........................................... very sure sure not sure

14. I feel ........................................... very good good not good

15. I feel ........................................... very troubled troubled not troubled

16. I feel ........................................... very bothered bothered not bothered

17. I feel ........................................... very nice nice not nice

18. I feel ........................................... very terrified terrified not terrified

19. I feel ........................................... very mixed-up mixed-up not mixed-up

20. I feel ........................................... very cheerful cheerful not cheerful



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HOW-I-FEEL QUESTIONNAIRE

STAIC Form C-2

Name: _________________________________________ Age: _________ Date:_________

DIRECTIONS: A number of statements which boys and girls use to describe themselves aregiven below. Read each statement carefully and decide if it is hardly-ever, or sometimes, oroften true for you. Then for each statement, put an X in the box in front of the word thatseems to describe you best. There are no right or wrong answers. Don’t spend too much timeon any one statement. Remember, choose the word which seems to describe how you usuallyfeel.

1. I worry about making mistakes ........................... hardly-ever sometimes often

2. I feel like crying .................................................. hardly-ever sometimes often

3. I feel unhappy ..................................................... hardly-ever sometimes often

4. I have trouble making up my mind ...................... hardly-ever sometimes often

5. It is difficult for me to face my problems ............. hardly-ever sometimes often

6. I worry too much ................................................. hardly-ever sometimes often

7. I get upset at home ............................................. hardly-ever sometimes often

8. I am shy .............................................................. hardly-ever sometimes often

9. I feel troubled ...................................................... hardly-ever sometimes often

10. Unimportant thoughts run through my mindand bother me..................................................... hardly-ever sometimes often

11. I worry about school ............................................ hardly-ever sometimes often

12. I have trouble deciding what to do....................... hardly-ever sometimes often

13. I notice my heart beats fast ................................. hardly-ever sometimes often

14. I am secretly afraid.............................................. hardly-ever sometimes often

15. I worry about my parents..................................... hardly-ever sometimes often

16. My hands get sweaty........................................... hardly-ever sometimes often

17. I worry about things that may happen ................. hardly-ever sometimes often

18. It is hard for me to fall asleep at night ................. hardly-ever sometimes often

19. I get a funny feeling in my stomach..................... hardly-ever sometimes often

20. I worry about what others think of me ................. hardly-ever sometimes often



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Scoring Key for STAI for Children

Scoring Instructions for STAIC Form C-1

Fold this paper in half and line up next to the

appropriate item numbers on the answer sheet.

Be sure you are on the correct side of the

answer sheet (Form C-1). Total the scoring

weights shown for the marked responses.

Total Score for C-1 ____________

1. ........................................... 1 2 3

2. ........................................... 3 2 1

3. ........................................... 1 2 3

4. ........................................... 3 2 1

5. ......................................... 3 2 1

6. ........................................... 1 2 3 Scoring Instructions for

7. ........................................... 3 2 1 STAIC Form C-2

8. ........................................... 1 2 3 All Items on the A-Trait scale are scored

9. ........................................... 3 2 1 as follows:

10. ............................................ 1 2 3 1 point for “hardly ever”

11. ............................................ 3 2 1 2 points for “sometimes”

12. ............................................ 1 2 3 3 points for “often”

13. ............................................ 1 2 3

14. ............................................ 1 2 3 Total Score for C-2 _______________

15. ............................................ 3 2 1

16. ............................................ 3 2 1

17. ............................................ 1 2 3

18. ............................................ 3 2 1

19. ............................................ 3 2 1

20. ............................................ 1 2 3


Documents

State-Trait Anxiety Inventory for Childrenkristenbeckler.weebly.com/uploads/9/2/9/1/92910342/staic.pdf · which provides measures of anxiety for adolescents and adults (Spielberger,