JOURNAL TRANSCRIPT

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

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State-Trait Anxiety Inventory for 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] www.mindgarden.com

Copyright © 1973 Mind Garden, Inc. All rights reserved. This manual may not be reproduced in any form without written permission of the publisher, Mind Garden, Inc. www.mindgarden.com. Mind Garden is a trademark of Mind Garden, Inc.

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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.

12 RELIABILITY AND VALIDITY........................................................................... Reliability ............................................................................................................. 12

p

Table 4. Test-Retest Reliability Coefficients ................................................. 12 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 with Measures of Aptitude and Achievement ......................................... 15 Current Research with the STAIC ...................................................................... 16 Notes .................................................................................................................... 18

IV.

19 REFERENCES ............................................................................................

V.

21 APPENDICES.............................................................................................. Appendix A: Biblography of Research with the STAIC ......................................... 21 Appendix B: Foreign Language Adaptations/Translations of the STAIC ............... 42 44 TEST BOOKLET: "How I Feel Questionnaire" ...............................................

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

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I. DESCRIPTION  ADMINISTRATION  SCORING DESCRIPTION The State-Trait Anxiety Inventory for Children (STAIC) was initially developed as a research tool for the study of anxiety in elementary school children. It is comprised of separate, self-report scales for measuring two distinct anxiety concepts: state anxiety (S-Anxiety) and trait anxiety (T-Anxiety). The STAIC is similar 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 in nine- to twelve-year old children, the STAIC may also be used with younger children with average or above reading ability and with older children who are below average in ability. The STAIC S-Anxiety scale consists of 20 statements that ask children how they feel at a particular moment in time. The STAIC T-Anxiety scale also consists of 20 item statements, but subjects respond to these items by indicating how they generally feel. Individual STAIC items are similar in content to those included in the STAI, but the format for responding to the STAIC has been simplified to facilitate its use with young children. The STAIC S-Anxiety and T-Anxiety scales are printed on opposite sides of a single-page Test Form. The S-Anxiety scale is designated 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 worry that vary in intensity and fluctuate over time. The T-Anxiety scale measures relatively stable individual differences in anxiety proneness, that is, differences between children in the tendency to experience anxiety states. High T-Anxiety children are more prone to respond to situations perceived as threatening with elevations in S-Anxiety intensity than low T-Anxiety children. Elevations in S-Anxiety are normally evoked in children exposed to stressful situations. In general, children who are higher in T-Anxiety experience S-Anxiety elevations more frequently and with greater intensity than low T-Anxiety children because they perceive a wider range of circumstances as dangerous or threatening. Situations in which failure is experienced, or in which personal adequacy is evaluated are more likely to be perceived as threatening by a high T-Anxiety child, but whether children who differ in T-Anxiety will show corresponding differences in S-Anxiety depends upon the extent to which a specific 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 levels of S-Anxiety intensity induced by stressful experimental procedures, or as an index of drive level (D) as this concept is defined by Hull (1943) and Spence STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -1-

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(1958). The S-Anxiety scale should also prove useful as an indicator of the level of transitory anxiety experienced by children in counseling and psychotherapy situations, and, especially, as a measure of the effectiveness of desensitization and counter conditioning procedures in behavior therapy. The STAIC T-Anxiety scale may be used for research purposes to select children who vary in anxiety proneness or as an experimental screening device for detecting neurotic behavioral tendencies in elementary school children. The TAnxiety scale should also prove useful as a measure of the effectiveness of clinical treatment procedures designed to reduce neurotic anxiety in children. The theoretical conception of anxiety that guided the construction of the STAIC is considered in greater detail by Spielberger (1966, 1971, 1972a, 1972b). For validity studies and background information about the test construction strategy and procedures that influenced the development of the STAIC, the Test Manual for the STAI should be consulted (Spielberger, et al., 1970). ADMINISTRATION The STAIC was designed to be self-administering and has no time limits. It may be given either individually or in groups. Complete instructions are printed on the Test Form for both the S-Anxiety and T-Anxiety scales. Fourth, fifth, and sixthgrade children generally require only 8 to 12 minutes to complete either the SAnxiety 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 minutes or less. Many of the STAIC items have face validity as measures of "anxiety," but the examiner should not use this term in administering the inventory. In talking about the STAIC, the examiner should consistently refer to the inventory and its sub-scales as the "How-I-Feel-Questionnaire," the title that is printed on the test form. Since the validity of the STAIC rests upon the assumption that a child has a clear understanding of the state and trait instructions the child's attention should be directed to the fact that the instructions are different for the two parts of the inventory. It should be emphasized that the child must report how he feels at a particular moment in time when he responds to the S-Anxiety scale (C-1), and how he generally feels when he responds to the T-Anxiety scale (C-2). The standard procedure for administering the STAIC, especially in group administrations, is for the examiner to read the directions aloud while the child reads them silently. In group administrations, the group should not be too large since children in such situations tend to be less attentive and occasionally become 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 in any systematic direction (Edwards, 1972). In administering the STAIC, the examiner should emphasize that one of the three phrases that follow the item stem should be checked, not the stem itself. With younger children, children with marginal reading ability, and those who come from lower socioeconomic backgrounds, it is especially important to ensure that the instructions are understood. After presenting the instructions, the child should be given the opportunity to raise questions. If specific questions arise in the testing session, the examiner should respond in a non-committal manner. Responses such as "Just answer according to how you generally feel," or "Answer the way you feel right now," will usually 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 children respond to all the items without being prompted, but if this question arises, they should be told not to omit any items. In research applications, the experimenter may wish to instruct subjects to respond to all of the items. Research on the STAI with adolescents and adults has consistently demonstrated that scores on the T-Anxiety scale are relatively impervious to the conditions under which this scale is given (Johnson & Spielberger, 1968; Lamb, 1969; Spielberger, et al., 1970), but S-Anxiety scores are (by design) influenced by the immediate environment. Therefore, in the standardization of the STAIC, the S-Anxiety subscale was given first, followed by the T-Anxiety scale, and this order is recommended when both scales are given together. The standard administration of the STAIC requires the child to respond to each item by checking the word or phrase printed on the Test Form to the right of the item-statement. For large samples, the STAIC may be administered with a machine scorable answer sheet. If this is necessary, care must be taken to insure that the child understands that he must blacken the space on the answer sheet that corresponds to the alternative choice on the Test Form which best describes his feelings. Children should also be cautioned to make sure that the number on the answer sheet corresponds with the number of the question on the Test Form. The use of multiple-choice answer sheets is not recommended for younger children nor for children with limited ability who are likely to have difficulty understand what they are supposed to do. The standard instructions printed on the Test Form should be employed consistently in administering the STAIC T-Anxiety scale. For the S-Anxiety scale, however, the instructions may be modified to permit the evaluation of level of S-Anxiety intensity for any situation or time interval that is of special interest to the clinician or experimenter. In clinical work, a child may be asked to report the feelings he experienced in play therapy or in a counseling interview, or he may be asked to indicate how he felt in a situation that he has previously described. STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -3-

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In behavior therapy, the child may be asked to indicate how he felt while he visualized a specific stimulus situation. In research, the experimenter may give the scale with standard instructions or alter the instructions to focus upon a particular time period. A child may be instructed to respond, for example, according to how he felt while performing on an experimental task that he has just completed. It may be useful on lengthy tasks 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 have no difficulty in responding to the STAIC S-Anxiety items according to how they felt in a specific situation, or at a particular moment in time, provided the feelings were recently experienced and the child is motivated to cooperate with the experimenter. It has been reported that repeated administrations of personality tests may lead to 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 a single experimental session of one hour's duration, with results that appeared to reflect the a priori stress that impinged upon the subjects (e.g., Lamb, 1969; Spielberger, O'Neil, & Hansen, 1972). Therefore, if measures of changes in SAnxiety intensity over time are desired, it appears that the STAIC S-Anxiety scale may be used. SCORING THE STAIC Children respond to the STAIC by selecting one of the three alternative choices for 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 are assigned for each of the three alternative choices. Thus, scores on both the STAIC S-Anxiety and T-Anxiety subscales can range from a minimum of 20 to a maximum score of 60. The stem for all 20 STAIC S-Anxiety items is "I feel." For each of the 20 different key adjective terms, the child responds by checking one of the three alternatives that describes him best. The key terms in half the items are indicative of the presence of anxiety (e.g., nervous, worried), while the key terms reflect the absence of anxiety in the other half (e.g., calm, pleasant). For items in which the key term indicates the presence of anxiety, very and not are assigned values of 3 and 1, respectively. The order of weighting is reversed for 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 only the 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 by indicating the frequency of occurrence of the behavior described by that item. For example, for Item 6 ("I worry too much"), the child responds by checking hardly 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-Anxiety items. Children generally give responses for all of the STAIC items without special instructions or prompting. If a subject does omit one or two items on either the STAIC S-Anxiety or T-Anxiety scales, his prorated full-scale score can be obtained by the following procedure: (1) determine the mean score for the items to which the subject responded; (2) multiply this value by 20; and (3) round the product 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 TAnxiety subscales by hand. To score S-Anxiety (C-1), place the appropriate template on the Test Form and simply add the response values printed on the scoring key for each item. T-Anxiety (C-2) has the same scoring for each item and does not require a template. Scoring is more conveniently done with a simple hand counter, but one may also do the adding in his head. The scores for 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 a careful examination of other inventories designed to measure anxiety in children and extensive experience with the STAI in the measurement of anxiety in adolescents and adults, an initial pool of 33 S-Anxiety and 40 T-Anxiety items was derived. The format in which these preliminary items were written was similar to the STAI, but simplified to facilitate their use with elementary school children. The major changes in the format were a reduction in the number of response categories from four to three and printing the three response categories on the Test Form for each item to make the required response more concrete. The preliminary STAIC S-Anxiety and T-Anxiety items were presented individually to a number of fourth and fifth grade elementary school children who were interviewed immediately after they responded to the scales. On the basis of the reactions of these children, the format for the S-Anxiety and T-Anxiety scales was further revised and simplified. The items in the revised format were then 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 from lower socioeconomic class families. It was assumed that children from such backgrounds would have maximum difficulty with a self-report inventory. The children were tested in groups in their regular classrooms. In addition to the STAIC, they were given the Children's Manifest Anxiety Scale (CMAS) (Castaneda, McCandless, & Palermo, 1956) and the General Anxiety Scale for Children (GASC) (Sarason, Davidson, Lighthall, Waite, & Ruebush, 1960). The CMAS was administered first, followed by the GASC, and the preliminary forms of the STAIC S-Anxiety and T-Anxiety scales. Finally, the STAIC S-Anxiety items were given with instructions for the children to imagine they were about to take a test and to respond according to how they believed they would feel. The responses for all of these instruments were recorded on the same IBM 1230 multiple-choice answer sheet. Prior to the administration of the anxiety measure, the children were given special instructions and practice in the use of the answer sheet. The selection of the final set of items for the STAIC T-Anxiety scale was based on a combined criterion which was defined in terms of the internal consistency and concurrent validity of each item. To determine concurrent validity, correlations for each item with the CMAS and the GASC were computed for both boys and girls. Internal consistency was evaluated on the basis of itemremainder 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 the CMAS and the GASC, and had item-remainder correlations of .20 or better with the preliminary STAIC T-Anxiety scale for both sexes. Two additional items that were highly correlated with the CMAS and GASC were added, resulting in a final set of 20 items for the STAIC T-Anxiety scale. One of the added items had very high internal consistency for boys, but not for girls; the second added item had high internal consistency for girls but not for boys. For the STAIC S-Anxiety scale, the criteria for the selection of items was based on internal consistency and construct validity. Item-remainder correlations were computed separately for boys and girls for each item on the 33-item preliminary scale. Point-biserial correlations were also computed for each item for both standard and special conditions. Item-remainder correlations of .20 or higher for both males and females were obtained for 26 items. Of these, the point-biserial correlations were .20 or higher for both males and females for 22 items. The two preliminary 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 what may be regarded as an experimental form of the STAIC. Several of the TAnxiety 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 was empirically determined to be one of the best items for discriminating between the standard and special test conditions. Rather than making minor revisions that might invalidate the work already done, the normative data and the reliability and validation studies reported in this Manual were all based on the STAIC Test Form that was developed as described above. NORMS FOR THE STAIC The normative data for the STAIC are based on two large samples of elementary school children: (a) 456 male and 457 female fourth, fifth, and sixth grade students enrolled in three different schools in Tallahassee and Leon County, Florida; and (b) 281 males and 357 females enrolled in the fourth, fifth, and sixth grades 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 the children were black, which is a substantially larger percentage than the proportion of black children in the two school systems. This resulted from the fact that, in each of the school systems, one school with a predominantly black student body was selected for study. The scores obtained for boys and girls in each of the three grades in the two samples were compared. Only small differences attributable to chance were found for the T-Anxiety scale. For the S-Anxiety scale, however, the scores of the Tallahassee sample were slightly higher than those of the Bradenton STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -7-

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children. This difference may be attributable to the fact that the Tallahassee children were tested shortly before the examination period near the end of the school year. The norms are based on the combined data for the Tallahassee and Bradenton samples. The means and standard deviations for the normative sample are reported in Table 1 for the total sample and separately by sex and grade level. It may be noted that the mean STAIC T-Anxiety scores for girls were slightly higher than those for boys, and this was especially true for the children in the fourth and fifth grades. There were only minimal differences in the mean STAIC S-Anxiety scores obtained by the boys and girls.

TABLE 1 STAIC Means and Standard Deviations For 1554 Elementary School Children th

4 Grade

th

5 Grade

th

6 Grade

Total Sample

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

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

Females

Normalized T-scores (mean = 50; SD = 10) and percentile ranks for the normative 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 an obtained S-Anxiety or T-Anxiety score, look up the child's raw score in the column at the left or right of the table and read the T-score or percentile rank for the child from the column that corresponds to the child's sex and grade. The STAIC S-Anxiety scores for the normative sample were positively skewed while those for the T-Anxiety scale were approximately normal. These characteristics of the STAIC sub-scale distributions are reflected in Table 2 in two ways: (1) the S-Anxiety normalized T-scores that correspond to raw scores of 20 are relatively larger than the corresponding T-score for the T-Anxiety scale for both males and females at each grade level; and (2) the S-Anxiety T-score for each raw score is substantially larger than the corresponding T-Anxiety TSTAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -8-

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score. It should be noted that S-Anxiety scores were relatively low during the class periods in which the children in the normative sample were tested; consequently, there is considerable "top" to the S-Anxiety scale which permits it to 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 Male

Fifth Grade

Female

Male

Sixth Grade

Female

Male

Total Sample

Female

Male

Female

Raw

Raw

Scores

TR 22 25 29 31 33 34

ST 24 31 35 37 39 42

TR

20 21 22 23 24 25

ST 30 33 35 37 38 40

TR

22 26 28

ST 27 31 33 35 37 39

TR

21 25 28 30 32

ST 25 28 30 32 35 38

26 27 28 29 30

42 44 47 49 51

35 37 38 39 41

44 46 48 50 52

31 33 35 36 37

40 42 45 47 49

34 36 37 39 40

31 32 33 34 35

54 56 57 58 59

42 44 45 47 48

53 55 56 57 58

38 40 41 43 44

52 53 55 56 57

36 37 38 39 40

61 62 63 64 65

50 51 52 53 55

59 60 62 63 64

46 48 49 51 53

41 42 43 44 45

66 67 68 70 72

57 58 60 62 64

65 66 67 68 69

46 47 48 49 50

76 78

65 66 67 68 70

51 52 53 54 55 56 57 58 59 60

20 23 25 27 30

ST 28 31 33 35 37 39

TR 20 22 26 28 30 32

Scores

42 44 46 48 51

32 34 35 37 39

40 42 44 46 49

34 36 37 38 40

26 27 28 29 30

41 43 45 46 47

53 54 56 57 59

40 42 43 44 45

52 54 55 56 58

41 43 44 45 47

31 32 33 34 35

61 62 63 65 66

48 50 51 52 53

60 61 62 63 64

47 48 50 51 53

59 61 62 64 65

49 50 51 53 55

36 37 38 39 40

57 59 60 61 63

67 67 68 68 69

55 57 58 60 61

65 66 67 68 69

55 56 57 59 60

66 67 68 69 70

57 59 60 62 64

41 42 43 44 45

69 70 70 72 74

65 67 68 69 71

70 70 71 72 75

63 65 67 68 70

70 71 71 72 73

62 64 66 67 68

71 72 73 74 76

66 67 68 70 72

46 47 48 49 50

75 75 76 79

73 73 74 76 77

77 77 77 79

71 71 72 73 74

74 75 75 78 80

70 72 72 73 74

77 78 79 80

73 74 75 76 77

51 52 53 54 55

75 75 75 77

80 80

75 75 75 76 80

77 78 79 80 80

56 57 58 59 60

TR

21 25 26 30

ST 27 30 32 34 36 37

TR

21 24 27 29

ST 23 30 33 35 37 39

41 44 46 48 50

32 34 35 37 38

38 40 42 45 48

32 35 36 37 38

42 44 45 46 47

52 54 55 57 58

40 41 42 43 45

51 53 54 56 57

59 61 63 65 66

49 50 51 53 55

59 60 62 62 63

46 47 49 50 52

55 57 58 60 61

67 67 68 69 70

57 59 61 62 64

64 65 67 68 69

70 71 72 72 73

63 66 69 70 70

72 72 73 75 76

67 68 70 74 75

72 75 76 76 76

74 76 76 76 76

72 73 73 74 76

79

75 76 77 77 77

76 76 76 76 78

76 78

76 76 76 76 78

79

TR

21 25 27 27 30

ST 24 30 33 35 37 39

41 43 45 48 51

32 34 36 38 39

40 41 42 44 46

53 55 56 58 60

58 60 61 63 63

48 49 51 52 55

53 55 56 57 58

64 66 67 68 69

69 71 71 71 71

60 61 63 65 66

72 73 74 79

69 71 71 72 74 77 77 77 77 79

77 77 79

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20 21 22 23 24 25

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TABLE 3 Percentile Ranks for the STAIC S-Anxiety and T-Anxiety Scores Fourth Grade Male

Fifth Grade

Female

Male

Sixth Grade

Female

Male

Total Sample

Female

Male

Female

Raw

Raw

Scores

Scores

ST 2 5 6 9 12 15

TR

20 21 22 23 24 25

TR

1 2 3 5 5

ST 1 3 6 10 14 20

TR

1 2

ST 1 3 4 7 10 13

TR

1 1 2 4

ST 1 1 2 4 7 12

TR

1 1 2

ST 1 2 4 5 7 10

26 27 28 29 30

21 28 37 45 55

7 9 11 14 17

31 32 33 34 35

65 71 75 79 82

36 37 38 39 40

TR

1 1 2

ST 1 2 4 6 10 13

26 34 41 48 57

3 4 6 8 10

21 26 32 38 43

63 68 72 77 80

87 89 91 93 94

49 53 58 64 70

41 42 43 44 45

95 96 97 98 99

46 47 48 49 50

100 100

17 22 29 37 46

6 8 9 13 17

19 27 34 41 49

4 5 7 9 12

12 17 22 29 40

3 6 9 10 12

12 15 19 24 28

57 64 68 72 77

22 26 31 35 39

58 65 70 75 78

16 19 22 26 29

52 62 67 72 75

82 85 88 90 92

34 41 48 55 62

82 86 90 93 95

45 50 56 62 68

80 84 88 89 90

34 39 44 50 57

76 80 83 88 92

94 95 96 96 97

69 75 80 83 87

95 96 96 97 98

76 83 86 89 93

92 94 95 96 97

93 95 95 96 98

98 98 98 99 99

90 95 97 98 98

98 99 99 99 99

96 97 98 99 99

51 52 53 54 55

99 99 100 100 100

99 99 99 99 99

98 99 99 99 99

100

99 99 99 100 100

56 57 58 59 60

100 100 100 100 100

99 100

99 99 99 99 100

100

TR

1 1 1 2

ST 1 2 4 7 10 14

18 24 31 41 52

4 6 8 11 14

15 18 22 27 33

62 68 74 79 83

79 84 87 90 91

41 47 52 59 68

63 69 73 77 80

92 94 96 97 97

97 98 98 98 98

83 87 90 93 95

99 99 99 100

97 98 98 99 99 100 100 100 100 100

TR

1 1 2

ST 1 3 4 7 9 13

1 1 2 2 3

20 21 22 23 24 25

20 28 35 43 53

4 5 7 10 13

16 22 29 36 47

5 7 10 12 15

26 27 28 29 30

19 25 30 33 38

61 67 72 77 81

16 20 24 28 32

57 65 70 74 78

19 23 28 33 38

31 32 33 34 35

86 89 90 93 94

43 49 53 58 63

83 86 89 91 92

37 43 49 54 61

82 86 89 92 93

45 50 55 61 68

36 37 38 39 40

75 80 83 87 90

95 96 96 97 97

70 75 79 83 87

93 95 96 96 97

68 73 77 81 85

94 95 96 97 98

76 81 84 88 92

41 42 43 44 45

97 98 98 99 99

93 95 97 97 98

98 98 98 99 99

91 93 95 97 98

98 98 98 99 99

88 91 94 96 97

98 99 99 99 100

94 96 97 98 98

46 47 48 49 50

99 99 100 100

99 99 99 100 100

100 100 100 100

98 98 98 99 99

99 99 99 100 100

98 99 99 99 99

100 100 100 100

99 99 99 100 100

51 52 53 54 55

99 99 99 100

100 100

99 99 99 100 100

100 100 100 100 100

56 57 58 59 60

100 100 100

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III. RELIABILITY AND VALIDITY RELIABILITY Test-retest reliability (stability) coefficients for the STAIC are presented in Table 4 for 246 elementary school children in the Bradenton normative sample who were retested after an eight-week time interval. The test-retest correlations for the T-Anxiety scale were only moderate, which probably reflects both a limitation in the psychometric properties 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 were considerably higher than those for the S-Anxiety scale. Since a valid measure of SAnxiety should reflect the influence of unique situational factors existing at the time of testing, low test-retest correlations for the STAIC S-Anxiety scale were anticipated.

TABLE 4 Test-Retest Reliability Coefficients for Fourth, Fifth and Sixth Grade School 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 as the alpha coefficient would seem to provide a more meaningful index of reliability than test-retest correlations. The alpha reliability of the STAIC S-Anxiety scale, computed for 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 alpha coefficients were .78 for males and .81 for females. Further evidence of the internal consistency of the STAIC scales is provided by itemremainder correlations computed for the Leon County sample, which are presented in Table 5. The median item-remainder correlation for the items in the S-Anxiety scale was .38 for the males and .48 for females. For the T-Anxiety scale, the median correlation was .35 for males and .40 for females. These correlations are somewhat lower than the item-remainder coefficients typically found for adolescents and adults with the STAI (Spielberger, et al., 1970). In summary, the internal consistency of the STAIC scales is reasonably good and the test-retest reliability (stability) of the T-Anxiety scale is moderate. The test-retest correlations for the STAIC S-Anxiety scale are quite low, as would be expected for a STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -12-

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

TABLE 5 Item Remainder Correlation Coefficients for Individual STAIC S-Anxiety and T-Anxiety Items Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

S-ANXIETY Males Females .41 .33 .45 .36 .24 .35 .28 .50 .42 .38 .26 .43 .37 .50 .55 .44 .33 .26 .39 .50

.41 .55 .44 .51 .23 .33 .45 .43 .55 .46 .52 .54 .42 .61 .56 .51 .46 .43 .53 .54

T-ANXIETY Males Females .35 .34 .35 .28 .36 .44 .34 .24 .40 .38 .37 .41 .29 .42 .33 .20 .49 .24 .35 .38

.34 .42 .37 .27 .43 .44 .38 .16 .46 .45 .36 .49 .37 .44 .42 .31 .51 .27 .40 .41

VALIDITY The STAIC was developed to provide operational measures of state and trait anxiety as these constructs were defined in the introduction to this Manual. Evidence of the concurrent validity of the STAIC T-Anxiety scale is shown by its correlation with the two most widely used measures of trait anxiety in children - the Children's Manifest Anxiety Scale (Castaneda, et al., 1956) and the General Anxiety Scale for Children (Sarason, et al, 1960). In a sample of 75 children, the STAIC T-Anxiety scale correlated .75 with the CMAS and .63 with the GASC (Platzek, 1970). Evidence bearing on the construct validity of the S-Anxiety scale is available for a sample of more than 900 fourth, fifth, and sixth grade students. These students were first 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 STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -13-

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

TABLE 6 Mean Scores on Individual STAIC S-Anxiety Items Under 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 TEST condition (males, 41.76; females, 43.79) than in the NORM condition (males, 31.10; females, 31.03). Furthermore, each individual item significantly discriminated between the NORM and TEST conditions for both the males and females. The magnitude of the differences in S-Anxiety evoked in boys and girls by the two experimental conditions is reflected in the size of the CR and the point-biserial correlation for each item. It may be noted that item 4 (nervous) discriminated best between the NORM and TEST conditions for boys, and item 7 (scared) was the best discriminator for girls. STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -14-

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CORRELATIONS WITH OTHER SCALES Table 7 presents correlations between the STAIC S-Anxiety and T-Anxiety scales with the California Test of Mental Maturity and the California Achievement Test for groups of 80 to 140 fourth, fifth, and sixth grade elementary school children in the Tallahassee sample. Most of the correlations are negative as might be expected with these measures of aptitude and achievement.

TABLE 7 Correlations of the STAIC T-Anxiety Scale With Measures of Aptitude and Achievement Among Elementary School Children MALES 4

5

6

4

5

th

6th

18

-12

-37

-36

-12

-36

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

Grades: California Test of Mental Maturity I.Q. Score

th

th

FEMALES th

th

California Achievement Test

It may be noted in Table 7 that the pattern of correlations for boys and girls appears to be somewhat different. For boys, the magnitude of the inverse relationship between TAnxiety scores and the measures of ability and achievement increases slightly for each grade level. In contrast, the negative correlations were highest for the fourth grade girls and lowest for those in the fifth grade. In general, the correlations between the anxiety and ability-achievement scores tended to be higher for girls than for boys, except for the fifth grade children for whom there was little difference. The relationship between scores on the two STAIC scales and the grades assigned by teachers was determined for a sample of 75 fourth, fifth, and sixth grade elementary school children. The teachers were also asked to rate the behavioral manifestations of anxiety observed in each child. The correlations between the scales and grade point averages were .35 and .37, while teachers' ratings of manifest anxiety correlated .19 and -.07, respectively, with the T-Anxiety and S-Anxiety scales. While teachers' ratings were apparently unrelated to the children's self-ratings of anxiety, they proved to be the best predictors of academic achievement: a correlation of .42 was obtained between teachers' ratings of anxiety and grade-point averages. STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -15-

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It is difficult to say how much the teacher's ratings reflected the child's social behavior in the classroom, or the child's ability to perform. For example, a teacher might conclude that, "Since Johnny does so well in school, he couldn't possibly be nervous." It is apparent, however, that scores on the STAIC measure something different than the behaviors regarded by teachers as manifestations of anxiety. Professor Richard L. Gorsuch (1971) and his associates at George Peabody College investigated 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 grade elementary school children in Tennessee. The subjects were selected so that in the total sample there were approximately equal numbers of blacks and whites, males and females, 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 a significant negative correlation with verbal IQ as measured by the IPAT-CPQ. The TAnxiety scores of girls were also significantly higher than those of the boys, and the TAnxiety scores of children from lower socioeconomic backgrounds were higher than those of middle class children. CURRENT RESEARCH WITH THE STAIC There are a number of experimental investigations currently in progress in which the scale is being used. The findings of three recent studies are summarized below. Edwards (1972) investigated the effects of the stress associated with school integration on state and trait anxiety for black and white elementary school children. A courtordered 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 newlyintegrated schools. The STAIC was administered to these children one week prior to transfer and then readministered approximately six weeks after transfer. The Lipsett (1958) Children's Self-Concept Scale (CSCS) was also administered in the posttransfer testing session. Edwards found that transferred females had higher posttransfer S-Anxiety scores than non-transferred females, whereas the S-Anxiety scores for transferred males did not differ from those of males who were not transferred. He also found that black children had higher T-Anxiety scores than white children, and that the T-Anxiety scores of girls were higher than those of boys. The overall correlation between STAIC T-Anxiety scores and the self concept measure was -.26, and this inverse relationship was strongest for the black males (r = -.41). Gaudry and Poole (1972) investigated the effects of success and failure on level of anxiety for ninth grade boys and girls in 31 classes in 18 different secondary schools in the Melbourne, Australia, metropolitan area. These students were divided into two "attainment" (achievement) groups based on marks in English and rankings by their English teachers. The children in the high and low achievement groups were then randomly assigned in approximately equal numbers to "success" and "failure" experimental conditions. Although all groups thought they were receiving exactly the STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -16-

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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 failure groups were given the STAIC S-Anxiety scale immediately before the vocabulary test. The children scored their own examinations, and norms prominently posted on the blackboard provided immediate feedback about their performance. After the children were given time to calculate their scores on the vocabulary test, the STAIC S-Anxiety scale was given again. The mean S-Anxiety scores for the failure groups increased significantly 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 awareness and performance in verbal conditioning. The subjects were fifth and sixth grade boys divided into high and low T-Anxiety groups based on their scores on the STAIC TAnxiety scale and the Children's Manifest Anxiety Scale. Stress and non-stress conditions were defined by instructions which informed one group of children they were going 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 the children 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-stress conditions were found, but the S-Anxiety scores of the HT-Anxiety subjects were consistently higher than those of the LT-Anxiety subjects. There was also a tendency for the S-Anxiety scores of the HT-Anxiety subjects in the stress condition to remain at a higher level throughout the verbal conditioning task, while those of the HT-Anxiety children in the non-stress condition decreased. A higher percentage of the children with low levels of S-Anxiety during the verbal conditioning task became aware of the correct response-reinforcement contingency than was the case for children exhibiting high levels of S-Anxiety. Only subjects who were aware of the response-reinforcement contingency exhibited performance gains, and aware subjects exhibiting higher levels of S-Anxiety during conditioning showed smaller gains than did the aware children who were low in S-Anxiety. Montuori interpreted his results as indicating that the perception of threat in an evaluative situation led to higher levels of state anxiety and associated self-relevant, non-task-oriented responses (uncertainty and caution) which interfered with performance.

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NOTES The STAIC has been used extensively in research in the assessment of anxiety in children in the United States and other countries (Spielberger, 1997). Over 200 references showing the wide-ranging use of the STAIC in research have been compiled into 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 or experimental research are requested to communicate their findings to Professor C.D. Spielberger, Director, Center for Research in Behavioral Medicine and Health Psychology, University of South Florida/Psychology Department, 4202 E. Fowler Avenue/BEH 339, Tampa, Florida, 33620-8200. Observations and experiences of clinicians who use the STAIC in their professional practice will also be greatly appreciated. 





The State-Trait Anxiety Inventory (STAI) is available for the measurement of state and trait anxiety in adolescents and adults. The STAI Test Form and Manual are available from Mind Garden. The STAI Manual provides detailed information on the development, reliability, and validity of the STAI that will be of general interest to those who use the STAIC in clinical work and research with children. The STAI Test Manual also 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). Please contact 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.) The STAI and STAIC have been translated into Spanish and used in research in Puerto Rico, Mexico, and with Mexican-Americans in Texas. Copies of the Spanish Test Forms of the STAI and STAIC may be obtained from Mind Garden. The STAI has also been 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 the Manifest 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 and white elementary school children. Unpublished doctoral dissertation, Florida State University, 1972. Gaudry, E., & Poole, C. The effects of an experience of success or failure on state anxiety level. Journal of Experimental Education, 1972, 41, 18-21. Gorsuch, R.L. The relationship between trait anxiety, I.Q., race, sex, and socioeconomic 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 repeated testing. 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 of time 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 behavioral measures of anxiety. Unpublished doctoral dissertation, Florida State University, 1969. Lipsett, L. A Self-concept scale for children and its relationship to the Children's Form of 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 in Elementary School Children. New York: Wiley, 1960. Spence, K.W. A theory of emotionally based drive (D) and its relation to performance in simple learning situations. American Psychologist, 1958, 13, 131-141. Spielberger, C.D. Theory and research on anxiety. In C.D. Spielberger (Ed.), Anxiety and 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. New York: 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 Anxiety Inventory (Self-Evaluation Questionnaire). Palo Alto, California: Consulting Psychologists Press, 1970. Spielberger, C.D., O'Neil, H.F., & Hansen, D.N. Anxiety, drive theory, and computerassisted learning. In B.A. Maher, Progress in Experimental Personality Research, 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 the State-Trait Anxiety Inventory for Children (STAIC) C.D. Spielberger, Ph.D. Distinguished Research Professor of Psychology Director, Center for Research in Behavioral Medicine and Health Psychology University of South Florida Tampa, Florida 33620

May 1997

General References Spielberger, C.D. (1973). Preliminary test manual for the State-Trait Inventory For Children. Palo Alto, CA: Consulting Psychologists Press, Inc. Spielberger, C.D. (1983). Manual for the State-Trait Anxiety Inventory (Revised). Palo Alto, CA: Consulting Psychologists Press. Spielberger, C.D. (1984). State-Trait Anxiety Inventory: A comprehensive bibliography. 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 Psychosomatic Research, 16, 405-410. Alexander, A.B. (1980). The treatment of psychosomatic disorders: Bronchial asthma in children. In B.B. Lahey & A.E. Kazdin (Eds.), Advances in clinical child psychology (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-child interactions in upper elementary school children (Doctoral dissertation, University of Northern Colorado, 1978). Dissertation Abstracts International, 39, 189A. Aragona, J.A. (1983). Physical child abuse: An interactional analysis (Doctoral dissertation, University of South Florida, 1983). Dissertation Abstracts International, 44, 1225B. Bakker, F.C. (1988). Personality differences between young dancers and nondancers. Personality and Individual Differences, 9, 121-131. Bakker, F.C., & van Wieringen, P.C.W. (1985). Anxiety induced by ego- and physical threat: A preliminary validation of a Dutch adaptation of Spielberger's State-Trait Anxiety 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 Peabody College for Teachers, 1969). Dissertation Abstracts International, 30, 5219B. Bauermeister, J.J., Forestieri, B.V., & Spielberger, C.D. (1976). Development and validation 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 y panameños [Reliability and validity of the IDAREN]. Revista Interamericana de Psicologia, 20, 1-20. Bedell, J.R. (1977). The effects of instructions on the measurement of state anxiety in children. Journal of Consulting and Clinical Psychology, 45, 941-942. Bedell, J.R., Giordani, B., Armour, J.L., Tavormina, J., & Boll, T. (1977). Life stress and the psychological and medical adjustment of chronically ill children. Journal of Psychosomatic Research, 21, 237-242. Bedell, J.R., & Roitzsch, J. (1976). The effects of stress on state and trait anxiety in emotionally disturbed, normal and delinquent children. Journal of Abnormal Child Psychology, 4, 173-177. Beidel, D.C., & Turner, S.M. (1988). Comorbidity of test anxiety and other anxiety disorders 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 childhood social 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: A review 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 of Behavioral Development, 8, 153-166. Bierman, K.L., & Schwartz, L.A. (1986). Clinical child interviews: Approaches and developmental considerations. Journal of Child and Adolescent Psychotherapy, 3, 267-278. Black, H.M. (1981). Trait anxiety and separation distress: An analysis of two measures in parents and their adolescent children (Doctoral dissertation, California School of Professional Psychology, Los Angeles, 1981). Dissertation Abstracts International, 42, 2042B. Blair, P.J. (1988). Personality factors in children's nuclear concerns (Doctoral dissertation, The Wright Institute, 1988). Dissertation Abstracts International, 49, 1423B. Blumberg, S.H., & Izard, C.E. (1986). Discriminating patterns of emotions in 10- and 11-year-old children's anxiety and depression. Journal of Personality and Social Psychology, 51, 852-857. Bond, C.R., & McMahon, R.J. (1984). Relationships between marital distress and child behavior problems, maternal personal adjustment, maternal personality, and maternal parenting behavior. Journal of Abnormal Psychology, 93, 348-351. Brook, R.M., & Knapp, P. (1976). Effects of residential evaluation and rehabilitation placement 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-child patterns of coping with anticipatory medical stress. Health Psychology, 5, 137157.

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Bush, M.A. (1987). Sibling adaption to pediatric cancer (Doctoral dissertation, Case Western Reserve University, 1986). Dissertation Abstracts International, 47, 5046-5047B. Butnik, S.M. (1980). Anxiety and locus of control as correlates of the internalizerexternalizer symptom dimension among a group of emotionally disturbed children (Doctoral dissertation, Ohio State University, 1980). Dissertation Abstracts International, 41, 1494B. Casat, C.D. (1988). Childhood anxiety disorders: A review of the possible relationship to 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 locus of control during early adolescence: interactive effects. American Journal of Community Psychology, 20, 787-798. Chattopadhyay, P.K., Mallik, N.B., & Spielberger, C.D. (1986). Adaptation of the Bengali State-Trait Anxiety Inventory for Children. In C.D. Spielberger & R. DiazGuerrero (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 young gymnasts. 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 culturally sensitive modality for Puerto Rican children. Journal of Consulting and Clinical Psychology, 54, 639-645. Corbin, C.B., Barnett, M.A., & Matthews, K.A. (1979). The effects of direct and indirect competition on children's state anxiety. Journal of Leisure Research, 11, 271277. Davidson, W.D. (1977). The effects of a time limit and two types of assessment context on divergent thinking in children (Doctoral dissertation, University of Texas at Austin, 1976). Dissertation Abstracts International, 37, 7630A. De Gaudio, D.J. (1988). The effects of meditation based coping skills training in the treatment of dental phobia under exposure and nonexposure conditions ((Doctoral dissertation, St. John's University, 1987). Dissertation Abstracts International, 48, 3676B.

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(Doctoral dissertation, New School for Social Research, New York, 1980). Dissertation Abstracts International, 41, 2360-2361B. Rankin, E.J., Gfeller, J.D., Gilner, F.H. (1993). Measuring anxiety states in the elderly using the State-Trait Anxiety Inventory for Children. Journal of Psychiatric Research, 27, 111-117. Rankin, E.J., Gilner, F.H., Gfeller, J.D., Katz, B.M. (1993). Efficacy of progressive muscle relaxation for reducing state anxiety among elderly adults on memory tasks. Perceptual Motor Skills, 77, 1395-1402. Rankin, E.J., Gilner, F.H., Gfeller, J.D., Katz, B.M. (1994). Anxiety states and sustained attention in a cognitively intact elderly sample: Preliminary results. Psychological Reports, 75, 1176-1178. Raviv, S. (1981). Reactions to frustration, level of anxiety and locus of control of children participating in competitive sports. Children in sport: Psychosociological characteristics. Natanya, Israel: Wingate Institute, Monograph Series 11, 72-94. Ray, W.J., Katahn, M., & Snyder, C.R. (1971). Effects of test anxiety on acquisition, retention, and generalization of a complex verbal task in a classroom situation. Journal of Personality and Social Psychology, 20, 147-154. Redd, W.H., Jacobsen, P.B., Die-Trill, M., Dermatis, H., McEvoy, M., & Holland, J.C. (1987). Cognitive/attentional distraction in the control of conditioned nausea in pediatric cancer patients receiving chemotherapy. Journal of Consulting and Clinical Psychology, 55, 391-395. Reynolds, C.R. (1980). Concurrent validity of "What I Think and Feel": The revised Childen's Manifest Anxiety Scale. Journal of Consulting and Clinical Psychology, 48, 774-775. Reynolds, C.R. (1982). Convergent and divergent validity of the revised Children's Manifest Anxiety Scale. Educational and Psychological Measurement, 42, 12051212. Rose, S.L., & Garske, J. (1987). Family environment, adjustment, and coping among children of holocaust survivors: A comparative investigation. American Journal of Orthopsychiatry, 57, 332-344. Russ, S.W. (1993). Affect and creativity: The role of affect and play in the creative process. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Saigh, P.A. (1987). In vitro flooding of childhood post-traumatic stress disorders: A systematic replication. Professional School Psychology, 2, 135-146. STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -36-

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Saylor, C., Spirito, A., & Bennett, B. (1984). The Children's Depression Inventory: A systematic evaluation of psychometric properties. Journal of Consulting and Clinical Psychology, 52, 955-967. Scanlon, T.K., & Passer, M.W. (1978). Anxiety-inducing factors in competitive youth sports. In F.L. Smoll & R.E. Smith (Eds.), Psychological perspectives in youth sports (pp. 107-122). New York: Wiley. Scardapane, J.R. (1985). A developmental study of the effects of progressive muscle relaxation and meditation on state anxiety in children and adolescents (Doctoral dissertation, Hofstra University, 1983). Dissertation Abstracts International, 46, 969B. Schmuluwitz, J.S. (1976). Effectiveness of group counseling as a function of state/trait anxiety in reducing problematic speech in children (Doctoral dissertation, Hofstra University, 1976). Dissertation Abstracts International, 37, 1928B. Schwartz, B.M. (1977). State anxiety, reinforcement and coping patterns as influences upon learning rate in first grade children exposed to several stressors while learning words (Doctoral dissertation, University of Wisconsin, 1976). Dissertation Abstracts International, 38, 185A. Seibert, J.J. (1979). Influence of maternal anxiety on effectiveness of an elementary school parent-child tutorial program (Doctoral dissertation, Fordham University, 1979). Dissertation Abstracts International, 39, 6662A. Sides, J.P. (1977). Emotional responses of children to physical illness and hospitalization (Doctoral dissertation, Auburn University, 1977). Dissertation Abstracts International, 38, 917B. Sikes (Middleton), S. (1978). The relationship of anxiety and reading in first grade children. Unpublished master's thesis, University of South Florida. Silverman, M. & Vega, M. (1988). Analysis of stress, anger, and curiosity in youthful offenders and correctional officers. Crime and Justice, 11, 123-141. Simon, J.A. (1978). Children's anxiety in sport and nonsport evaluative activities (Doctoral dissertation, University of Illinois at Urbana - Champaign, 1977). Dissertation Abstracts International, 38, 5997B. Singer, D.G. (1970). Child care worker training project: Research findings. New York: Child Welfare League of America.

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Sipos, K. (1979). State-Trait Anxiety Inventory for Children: Standardization and validation of the Hungarian S.T.A.I. Budapest: Institute for Psychology of the Hungarian Academy of Sciences. Sipos, K., & Kara, M. (1979). The application of H-STAI and H-STAIC in the psychological examination of sportsmen. Varna: 5th Congress FEPSAC. Sipos, K., & Kara, M. (1983). Data on the application of STAI (STAIC), SCAT-A and SCAT-C for the psychological examination of sportsmen. In E. Apitzsch (Ed.), Anxiety in sport (p. 56). Magglingen, Switzerland: FEPSAC. Sipos, K., & Sipos, M. (1979). The development and validation of the Hungarian form of the State-Trait Anxiety Inventory for Children (STAIC). Magyar Pediater, 13, 47 [In Hungarian]. Sipos, K., & Sipos, M. (1979). A State-Trait Anxiety Inventory for Children, standardizasa es validizalasa Magyar nyelven. Magyar Tudomanyos Akademia Pszichologiai Intezete Elmeleti-Modszertani Tanulmanyok, 16, 52. Sipos, K., & Sipos, M. (1983). The development and validation of the Hungarian form of the State-Trait Anxiety Inventory. In C.D. Spielberger & R. Diaz-Goerrero (Eds.), Cross-Cultural Anxiety (Vol. 2, pp. 27-39). New York: Hemisphere/McGraw-Hill. Sipos, M., Sipos, K., Buda, M., Bodo, M., & Kara, M. (1979). A study of correlation of STAI/STAIC scores and anxiety level of school children and neurotic patients estimated by teachers, psychologists, and psychiatrists. Magyar Pediater, 13, 47. Sipos, M., Sipos, K., Kara, M., Buda, B., & Bodo, M. (1979). A study on the relevance of the STAI/STAIC scores in the estimation of the competition-effectiveness of sportsmen. V. European Congress for Sports Psychology, 17-22. Sipos, M., Sipos, K., Kara, M., Buda, B., & Bodo, M. (1983). A study on the relevance of the STAI/STAIC scores in the estimation of the competition- effectiveness of sportsmen. In E. Apitzsch (Ed.), Anxiety in sport (p. 59). Magglingen, Switzerland: FEPSAC. Sipos, K., Sipos, M., & Spielberger, C.D. (1985). In H.M. van der Ploeg, R. Schwarzer, & C.D. Spielberger (Eds.), Advances in test anxiety research (Vol. 4, pp. 221228). Lisse, The Netherlands: Swets & Zeitlinger B.V. Sitarz, A.M. (19798). The interaction between multidimensional trait anxiety and two levels of task difficulty in emotionally disturbed children (Doctoral dissertation, Virginia Commonwealth University, 1978). Dissertation Abstracts International, 39, 1502B. STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved. Published by Mind Garden, Inc., www.mindgarden.com -38-

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Smead, R. (1981). A comparison of counselor administered and tape recorded relaxation training on decreasing target and non-target anxiety in elementary school children (Doctoral dissertation, Auburn University, 1981). Dissertation Abstracts International, 42, 1015A-1016A. Snyder, C.R. (1972). Success motivation, comparison levels, test anxiety, ongoing effects, movement, and performance on a classroom-related verbal learning task (Doctoral dissertation, Vanderbilt University, 1971). Dissertation Abstracts International, 32, 4228B. Soga, S. (1983). A study on standardization of Japanese version of the STAIC. The Japanese Journal of Psychology, 54, 215-221. Spielberger, C.D. (1973). Preliminary test manual for the State-Trait Anxiety Inventory for Children. Palo Alto, CA: Consulting Psychologists Press, Inc. Spielberger, C.D., & Gómez-Fernádez, D.E. (1989), Evaluation of children's anxiety from the responses given to Spielberger's IDAREN questionnaire across the Spanish version. Unpublished manuscript, University of South Florida, Tampa. Spielberger, C.D., & Krasner, S.S. (1988). The assessment of state and trait anxiety. In R. Noyes, Jr., M. Roth, & G.D. Burrows (Eds.), Handbook of anxiety, Vol. 2: Classification etiological factors and associated disturbances (pp. 31-51). New York: Elsevier Science Publishers. Spielberger, C.D., & Papay, J. (1984). Anxiety and achievement in kindergarten, first and second grade children. Journal of Abnormal Child Psychology, 14, 279286. Spinetta, J.J. (1972). Death anxiety in leukemic children (Doctoral dissertation, University of Southern California, 1972). Dissertation Abstracts International, 33, 1807B. Spinetta, J.J. (1974). The dying child's awareness of death. Psychological Bulletin, 81, 256-260. Spinetta, J.J., & Maloney, L.J. (1975). Death anxiety in the outpatient leukemic child. Pediatrics, 56, 1034-1037. Strauss, C.C., Lahey, B.B., Frick, P., Frame, C.L., & Hynd, G.W. (1988). Peer social status of children with anxiety disorders. Journal of Consulting and Clinical Psychology, 56, 137-141.

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Strauss, C.C., Last, C.G., Hersen, M., & Kazdin, A.E. (1988). Association between anxiety and depression in children and adolescents with anxiety disorders. Journal of Abnormal Child Psychology, 16, 57-68. Stulp, C.F. (1986). The relationships among field independence-dependence, trait anxiety, and muscular and vascular self-regulation in upper elementary children (Doctoral dissertation, University of Northern Colorado, 1983). Dissertation Abstracts International, 46, 2494B. Swearingen, E.M., & Cohen, L.H. (1985). Measurement of adolescents' life events: The junior high life experiences survey. American Journal of Community Psychology, 13, 69-85. Teichman, Y., BenRafael, M., & Lerman, M. (1986). Anxiety reaction of hospitalized children. British Journal of Medical Psychology, 59, 375-382. Thompson, K.L., & Varni, J.W. (1986). A developmental cognitive-biobehavioral approach to pediatric pain assessment. Pain, 25, 283-296. Timko, C., Moos, R.H. and Michelson, D.J. (1993). The contexts of adolescents’ chronic life stressors. American Journal of Community Psychology, 21. Towell, R.D. (1977). Anxiety state-trait levels between parents and children in a family practice unit. In C.D. Spielberger & I.G. Sarason (Eds.), Stress and Anxiety (Vol. 4, pp. 133-150). Washington, DC: Hemisphere/Wiley. Turner, S.M., Beidel, D.C., & Costello, A. (1987). Psychopathology in the offspring of anxiety disorders patients. Journal of Consulting and Clinical Psychology, 55, 229-235. Turner, S.M., Beidel, D.C., & Epstein, L.H. (1991). Vulnerability and risk for anxiety disorders. Journal of Anxiety Disorders, 5, 151-166. van der Ploeg, H.M. (1982). The relationship of worry and emotionality to performance in Dutch school children. In H.M. van der Ploeg, R. Schwarzer, & C.D. Spielberger (Eds.), Advances in test anxiety research (Vol.1). Hillsdale, NJ: LEA. van der Ploeg, H.M. (1984). Worry, intelligence and academic behavior in Dutch school children. In R. Schwarzer (Ed.), The self in anxiety, stress and depression. North-Holland: Elsevier Science Publishers B.V. Varni, J.W., Setoguchi, Y., Rubenfeld, Rappaport, L, & Talbot, D. (1992). Psychological adjustment and perceived social support in children with congenital acquired limb deficiencies. Journal of Behavioral Medicine, 15, 31-44.

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Vogrin, D., & Kassinove, H. (1979). Effects of behavioral reversal, audiotaped observation, and intelligence on assertiveness and adjustment in third-grade children. Psychology in the Schools, 16, 422-429. Walker, C.E., & Kaufman, K. (1985). State-Trait Anxiety Inventory for Children. In D.J.Keyser & R.C. Sweetland (Eds.), Test Critiques (Vol. 1, pp.633-639). Kansas City: Test Corporation of America. Weissberg, R.P., Gesten, E.L., Rapkin, B.E., Cowen, E.L., Davidson, E., Flores de Apodaca, R., & McKim, B.J. (1981). Evaluation of a social-problem-solving training program for suburban and inner-city third-grade children. Journal of Consulting and Clinical Psychology, 49, 251-261. Wendell, B.R. (1981). The relationship of selected non-intellective characteristics and high school performance (Doctoral dissertation, Duke University, 1981). Dissertation Abstracts International, 42, 2042A. Wolfe, V.V., Finch, A.J., Saylor, C.F., Blount, R.L., Pallmeyer, T.P., & Corek, D.J. (1987). Negative affectivity in children: A multitrait-multimethod investigation. Journal of Consulting and Clinical Psychology, 55, 245-250. Womack, W.M., Smith, M.S., & Chen, A.C.N. (1988). Behavioral management of childhood headache: A pilot study and a case history report. Pain, 32, 279-283. Youngdahl, P.L. (1986). Self-referral: Mental health intervention in an elementary school population. (Doctoral dissertation, Florida Institute of Technology, 1985). Dissertation Abstracts International, 47, 396B. Zaichkowsky, L.B., & Zaichkowsky, L.D. (1984). The effects of a school-based relaxation training program on fourth grade children. Journal of Clinical Child Psychology, 13, 81-85.

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APPENDIX B

Foreign Language Adaptations and Translations of the State-Trait Anxiety Inventory for Children (STAIC) Clearly stated conceptual definitions of state and trait anxiety developed over the past 30 years have facilitated the construction and validation of foreign language forms of the STAIC and the STAI (Spielberger & Diaz-Guerrero, 1976, 1983). The experience gained in adapting these instruments for use in different cultures has provided impressive evidence of the universality of these concepts. Spielberger and Sharma (1976) have reviewed the specific strategies used in constructing the Spanish (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 the cross-cultural assessment of anxiety, they identified four critical steps in adapting the STAI and STAIC for use in a new language and culture: (1) preparation of a preliminary translation in the second 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 the following page). Researchers who are interested in developing foreign language adaptations of the STAIC or STAI must secure permission in advance. Those who wish to make translations for commercial or research purposes should write to the publisher, Mind Garden, Inc., at [email protected].

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Foreign Language Adaptations and Translations of the State-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, Fachbereich Psychologie, Universitat Osnabruck, Postfach 4469, D4500 Osnabruck, West Germany

Greek*

Greece

Dr. A. Paschalis, 31 Xanthou Street, Neo Psychiko, Athens, Greece

Hebrew

Israel

Teichman

Hungarian*

Hungary

Sipos Konrel

Japanese

Japan

Professor Yusuke Kawazu & Dr. Ohnishi Fumiyuki, Department of Educational Psychology, Nigata University, 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 are given below. Read each statement carefully and decide how you feel right now. Then put an X in the box in front of the word or phrase which best describes how you feel. There are no right or wrong answers. Don’t spend too much time on any one statement. Remember, find the 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 are given below. Read each statement carefully and decide if it is hardly-ever, or sometimes, or often true for you. Then for each statement, put an X in the box in front of the word that seems to describe you best. There are no right or wrong answers. Don’t spend too much time on any one statement. Remember, choose the word which seems to describe how you usually feel. 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 mind and 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

7. ...........................................

3 2 1

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

15. ............................................

3 2 1

16. ............................................

3 2 1

17. ............................................

1 2 3

18. ............................................

3 2 1

19. ............................................

3 2 1

20. ............................................

1 2 3

Scoring Instructions for STAIC Form C-2

Total Score for C-2 _______________

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