Elib - Tips - State Trait Anxiety Inventory For Children

For use by Kristen Beckler only. Received from Mind Garden, Inc.
on May 6, 2010
Permission for Kristen Beckler to reproduce 1 copy
within one year of May 6, 2010
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.
info@mindgarden.com
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.
STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

Published by Mind Garden, Inc., www.mindgarden.com
For use by Kristen Beckler only. Received from Mind Garden, Inc. on 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. 12
RELIABILITY AND VALIDITY...........................................................................
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 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

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

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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 T-
Anxiety 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 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 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.

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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 S-
Anxiety 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 T-
Anxiety 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 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 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 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 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

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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 th th
4 Grade 5 Grade 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
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 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 T-

-8-
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 Fifth Grade Sixth Grade Total Sample
Male Female Male Female Male Female Male Female
Raw 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 20
21 33 25 31 31 21 28 30 30 21 30 20 31 22 21
22 35 29 35 33 25 30 21 32 21 33 25 33 23 33 26 22
23 37 31 37 22 35 28 32 25 34 24 35 27 35 25 35 28 23
24 38 33 39 26 37 30 35 26 36 27 37 27 37 27 37 30 24
25 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 26
27 44 37 46 33 42 36 44 34 40 35 43 34 44 34 42 36 27
28 47 38 48 35 45 37 46 35 42 36 45 36 46 35 44 37 28
29 49 39 50 36 47 39 48 37 45 37 48 38 48 37 46 38 29
30 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 31
32 56 44 55 40 53 44 54 41 53 41 55 43 54 42 54 43 32
33 57 45 56 41 55 45 55 42 54 42 56 45 56 43 55 44 33
34 58 47 57 43 56 46 57 43 56 44 58 46 57 44 56 45 34
35 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 36
37 62 51 60 48 61 50 60 47 60 49 62 50 61 48 61 50 37
38 63 52 62 49 63 51 62 49 61 51 63 51 62 50 62 51 38
39 64 53 63 51 65 53 62 50 63 52 65 52 63 51 64 53 39
40 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 41
42 67 58 66 57 67 59 65 55 66 59 67 57 66 56 67 59 42
43 68 60 67 58 68 61 67 56 67 60 68 58 67 57 68 60 43
44 70 62 68 60 69 62 68 57 68 61 68 60 68 59 69 62 44
45 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 46
47 78 66 71 66 72 68 71 61 70 67 70 65 71 64 72 67 47
48 67 72 69 73 70 71 63 70 68 71 67 71 66 73 68 48
49 68 72 70 75 74 71 65 72 69 72 68 72 67 74 70 49
50 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 51
52 75 76 73 76 73 71 75 73 77 71 75 72 78 74 52
53 76 76 73 77 74 71 76 74 77 72 75 72 79 75 53
54 76 76 74 77 79 72 79 76 79 73 78 73 80 76 54
55 76 76 76 77 74 77 74 80 74 77 55
56 76 76 76 79 77 77 75 80 75 77 56
57 76 78 76 77 77 75 80 75 78 57
58 76 76 77 79 75 75 79 58
59 76 76 77 77 76 80 59
60 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 Female
Raw 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 20
21 5 1 3 3 1 2 2 2 3 1 21
22 6 2 6 4 1 2 4 4 1 4 4 1 22
23 9 3 10 7 1 4 1 5 1 6 1 7 1 7 2 23
24 12 5 14 1 10 2 7 1 7 1 10 1 10 1 9 2 24
25 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 26
27 28 9 34 4 22 8 27 5 17 6 24 6 28 5 22 7 27
28 37 11 41 6 29 9 34 7 22 9 31 8 35 7 29 10 28
29 45 14 48 8 37 13 41 9 29 10 41 11 43 10 36 12 29
30 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 31
32 71 26 68 15 64 26 65 19 62 18 68 25 67 20 65 23 32
33 75 32 72 19 68 31 70 22 67 22 74 30 72 24 70 28 33
34 79 38 77 24 72 35 75 26 72 27 79 33 77 28 74 33 34
35 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 36
37 89 53 85 41 86 50 84 39 84 47 89 49 86 43 86 50 37
38 91 58 88 48 90 56 88 44 87 52 90 53 89 49 89 55 38
39 93 64 90 55 93 62 89 50 90 59 93 58 91 54 92 61 39
40 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 41
42 96 80 95 75 96 83 94 69 94 80 96 75 95 73 95 81 42
43 97 83 96 80 96 86 95 73 96 83 96 79 96 77 96 84 43
44 98 88 96 83 97 89 96 77 97 87 97 83 96 81 97 88 44
45 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 46
47 100 95 98 95 99 97 98 87 98 95 98 93 98 91 99 96 47
48 95 98 97 99 98 98 90 98 97 98 95 98 94 99 97 48
49 96 99 98 99 99 98 93 99 97 99 97 99 96 99 98 49
50 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 51
52 99 99 99 99 99 98 99 99 100 98 99 99 100 99 52
53 100 99 99 99 99 98 100 99 100 98 99 99 100 99 53
54 100 99 99 100 100 99 100 100 100 99 100 99 100 100 54
55 100 99 99 100 99 100 99 100 99 100 55
56 100 99 99 100 100 100 99 100 99 100 56
57 100 100 99 100 100 99 100 99 100 57
58 100 99 100 100 99 99 100 58
59 100 99 100 100 100 100 59
60 100 100 100 100 100 60

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III. RELIABILITY AND VALIDITY
RELIABILITY
Test-retest reliability (stability) coefficients for the STAIC are presented in Table 4 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 S-
Anxiety 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 item-
remainder 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
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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
S-ANXIETY T-ANXIETY
Item Males Females Males Females
1 .41 .41 .35 .34
2 .33 .55 .34 .42
3 .45 .44 .35 .37
4 .36 .51 .28 .27
5 .24 .23 .36 .43
6 .35 .33 .44 .44
7 .28 .45 .34 .38
8 .50 .43 .24 .16
9 .42 .55 .40 .46
10 .38 .46 .38 .45
11 .26 .52 .37 .36
12 .43 .54 .41 .49
13 .37 .42 .29 .37
14 .50 .61 .42 .44
15 .55 .56 .33 .42
16 .44 .51 .20 .31
17 .33 .46 .49 .51
18 .26 .43 .24 .27
19 .39 .53 .35 .40
20 .50 .54 .38 .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

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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 S-
Anxiety 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.

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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 FEMALES
th th th th th
Grades: 4 5 6 4 5 6th
California Test of Mental Maturity

I.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 to
be somewhat different. For boys, the magnitude of the inverse relationship between T-
Anxiety 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.

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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 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 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 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 to
transfer 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 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

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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 T-
Anxiety 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 computer-
assisted 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
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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.
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(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
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dancers. Personality and Individual Differences, 9, 121-131.
Bakker, F.C., & van Wieringen, P.C.W. (1985). Anxiety induced by ego- and physical
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Hemisphere/McGraw-Hill.
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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
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(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.
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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
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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
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Psychological Assessment, 7, 73-79.
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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,
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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
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Blair, P.J. (1988). Personality factors in children's nuclear concerns (Doctoral

dissertation, The Wright Institute, 1988). Dissertation Abstracts International, 49,
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placement on children's state-trait anxiety. Journal of Clinical Psychology, 32,
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1983). Dissertation Abstracts International, 44, 1219B.
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patterns of coping with anticipatory medical stress. Health Psychology, 5, 137-
157.

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De Man, A.F. (1986). Parental control in child rearing and trait anxiety in young adults.
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health program on children's emotional adjustment. Journal of Community
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Dorr, D., Stephens, J., Pozner, R., & Klodt, W. (1980). Use of AML scale to identify
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Dudding, G.S. (1990). The assessment of anxiety and depression in children.

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Edwards, C.D. (1972). Stress in the school: A study of anxiety and self- esteem in
Black and white elementary school children (Doctoral dissertation, Florida State
University, 1972). Dissertation Abstracts International, 33, 2806B.
Edwards, D. (1979). Effects of midterm integration on state and trait anxiety in black
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APPENDIX B
Foreign Language Adaptations and Translations of the

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 info@mindgarden.com.
STAI-CH Sampler, © 1970 Dr. C.D. Spielberger. All Rights Reserved.

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Foreign Language Adaptations and Translations of the

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, D-
4500 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 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

-46-

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For use by Kristen Beckler only. Received from Mind Garden, Inc.

State-Trait Anxiety Inventory

“How I Feel Questionnaire”

Developed by Charles D. Spielberger, Ph.D.

Published by Mind Garden, Inc.

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

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

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

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

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

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

I. DESCRIPTION  ADMINISTRATION  SCORING

Elevations in S-Anxiety are normally evoked in children exposed to stressful

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

The standard procedure for administering the STAIC, especially in group

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

Research on the STAI with adolescents and adults has consistently

The standard instructions printed on the Test Form should be employed

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

SCORING THE STAIC

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

II. DEVELOPMENT AND NORMS

The preliminary STAIC S-Anxiety and T-Anxiety items were presented

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

NORMS FOR THE STAIC

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

III. RELIABILITY AND VALIDITY

Males 132 .65 .31

Females 114 .71 .47

measure designed to be sensitive to the influence of situational factors. In general, the

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

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

1 1.90 2.51 15.97 .44 1.94 2.64 20.14 .51

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

CORRELATIONS WITH OTHER SCALES

California Test of Mental Maturity

California Achievement Test

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

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

CURRENT RESEARCH WITH THE STAIC

There are a number of experimental investigations currently in progress in which the

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

Howard, K.I., & Diesenhaus, H. 16 PF item response patterns as a function of repeated

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

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

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

Spielberger, C.D. Current trends in theory and research on anxiety. In C.D.

Spielberger, C.D. Anxiety as an emotional state. In C.D. Spielberger (Ed.), Anxiety:

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

Bibliography of Research with the

Spielberger, C.D. (1984). State-Trait Anxiety Inventory: A comprehensive

Alexander, A.B. (1980). The treatment of psychosomatic disorders: Bronchial asthma

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.

Aragona, J.A. (1983). Physical child abuse: An interactional analysis (Doctoral

Barton, K. (1970). Block manipulation by children as a function of social reinforcement,

STAI-CH Sampler, © 1973 Mind Garden, Inc. All Rights Reserved.