Social and dimensional comparison effects in general and domain-specific test anxiety: a nested factor modeling approach

Abstract

The generalized internal/external frame of reference (GI/E) model assumes social and dimensional achievement comparisons to form self-perceptions. These domain-specific comparisons have been shown to shape two facets of test anxiety (i.e., worry and emotionality) both directly and indirectly through academic self-concepts. However, examinations of such domain-specific relations have rarely integrated general components, although the hierarchical nature of both test anxiety and academic self-concept is well-known. Thus, the present study implemented a nested factor modeling approach. We examined social and dimensional comparison effects on worry and emotionality as well as mediation effects of academic self-concepts in the math and verbal domains while controlling for general components. We contrasted this approach with the conventionally used first-order factor model where general components were not considered. Data from N = 348 German secondary school students (Mage = 15.3 years, Grades 9–10) were analyzed using structural equation models. Direct negative within-domain and positive cross-domain achievement-anxiety relations emerged, yet, the pattern of cross-domain relations changed across modeling approaches. Only the nested factor model showed indirect cross-domain mediation relations. Our findings suggest the importance of structural representations of hierarchical constructs. The nested factor model approach enhanced predictions within the GI/E model, particularly those related to dimensional comparisons.