Self analysis Form – Anxiety Scale
Introduction:
Anxiety can be normal in stressful situations such as public speaking or taking a test.
Anxiety is only an indicator of underlying disease when feelings become excessive, allconsuming and interfere with daily living. Anxiety is a common emotion when dealing with
daily stresses and problems. But when these emotions are persistent, excessive and irrational,
and affect a person’s ability to function, anxiety becomes a disorder. There are different types
of anxiety disorders, including phobias, panic and stress disorders, and obsessive compulsive
disorder.
IPAT Anxiety Scale (1976) – (Also known as “Self-Analysis Forms”). IPAT refers to
Institute for Personality & Ability Testing. The test category of the IPAT is Personality-Non
projective
The IPAT is a brief, valid, and non-stressful questionnaire scale,
measuring anxiety levels in adults and young adults. The test is in questionnaire form, is
practically self-administering, and takes only five-to-ten minutes. It gives an
accurate appraisal of free anxiety level, supplementing clinical diagnosis, and facilitating all
kinds of research or mass screening operations where very little diagnostic or assessment
time can be spent with each examinee. Ages 14 and over.
History:
The I. P. A. T. Anxiety Scale (“Self Analysis Form”) by Raymond B. Cattell (1957).
The I. P. A. T. Anxiety Scale is a product of its author’s extensive studies of the factorial
structure of personality. The present questionnaire consists of 40 items which best represent
the five scales most heavily loaded in the anxiety factor. The Anxiety Scale, therefore, rests
mainly on the construct validity obtained from the factor analyses.
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In this scale the first 20 items are Covert Anxiety, and last 20 items are Overt Anxiety
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A further divisions of items was made into
A) Those which appeared more Cryptic (Covert) or less obvious
B) Those which Manifestly (Overt) refer to anxiety and to Anxiety Symptom
As a research Findings in the ratio of Overt to Covert Anxiety has proved predictive in a
variety of situations.
Psychometric Properties:
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RELIABILITY:
A test-retest coefficient of .06 has been reported for a sample of 170 medical
students over a two-year period. When this value is corrected for the restricted range of
anxiety scores among medical students, it increases to about .70
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VALIDITY:
The validity of the ASQ is approached from three sources
a) How well the test score correlates with the pure anxiety factor it was designed
to measure
b) How well the test score corresponds with clinical judgment regarding anxiety
level
c) How well the test score relates to other questionnaire measure of anxiety
Applications:

It helps to supplementing clinical diagnosis.

It is useful inall kinds of research or mass screening operations where very little
diagnostic or assessment time can be spent with each examinee.

It gives an accurate appraisal of free anxiety level
Review Of Literature:
Self-analysis is the act of monitoring one's processes and products in order to make
adjustments that deepen learning and enhance performance. Although it can be summative,
the evidence presented in this review strongly suggests that self-analysis is most beneficial, in
terms of both achievement and self-regulated learning, when it is used formatively and
supported by training.
a) A Study of Anxiety Relativ A Study of Anxiety Relative to Academic Achievement
and to Sex -1967
Author:Gerald R. Shulenbarger
Central Washington University
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An attempt was made to determine the relationship of anxiety level to academic
achievement and to sex. At the first of the quarter the college is took an achievement
test designed to assess concepts taught during the quarter. They also took the IPAT
Anxiety Scale Questionnaire. The same achievement test was administered at the end
of the quarter. A difference score, or the difference between the postachievement and
preachievement tests, was defined as the amount of growth, or achievement. Linear
correlations yielded no significant relationships between these two variables. Eta
correlations suggest the two variables are related in an irregular manner. The
comparison of anxiety level to sex revealed the male is scored significantly higher
than the female is on the ratio anxiety score.
b) Relationship between the IPAT Self-Analysis Scale and the Marlowe-Crowne
Personal Reaction
Inventory – 1969
Author: Hermann O. Schmidt
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Control of test-taking attitudes on forced-choice, self-report personality inventories
has been concerned largely with pathological content. The IPAT and MarloweCrowne were administered to 100 psychiatric workers (9 nurses, 31 experienced
aides, and 60 aides of moderate experience) to measure anxiety generated by a major
change in roles. of the 5 IPAT scores possible, only Q correlated significantly with
Crowne-Marlowe (r = −0.44, p = .01). The results seem to support the MarloweCrowne definition of social approval and suggest the IPAT is less vulnerable to
response distortion influenced by the need of social acceptability.
AIM/PURPOSE
To assess the individual anxiety level using Self Analysis Form- Anxiety scale
MATERIALS REQUIRED
 Self analysis Form-Anxiety questionnaires
 Manual
 Scoring sheet
 Writing materials
Plan and procedure:
The participant is seated comfortably and a good rapport is established. The self-analysis
questionnaire is were given and then ask the subject to fill up his/ her personal details in the
respected space given above. The answers will be kept confidentially and tell them not to skip
any single questions. There is no right or wrong questions. Tell them to read the questions
and mark a, b, or c options. If you accept the situation you should mark X in ‘a’ and if not
mark X in ‘b’. If you impossible to decide the situation then you should mark X in ‘C. It
might take 10 minutes to finish.
ADMINISTRATION:
Administration and scoring of the ASQ is simple and straightforward. It is a self-analysis
questionnaire that contains 40 items. Before starting with the experiment make sure the
environment conditions (lighting, temperature) are adjusted to provide a comfortable test
setting. In order to establish good rapport and maximize the validity of the responses, the
examiner should make introductory remarks appropriate to the situation. After the subject
receives the questionnaire and if needed, we can read the items to them aloud and ask them to
answer what comes to their mind immediately. Don’t allow them to take lot of time for the
same question and complete as soon as possible.
INSTRUCTIONS
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Inside this booklet there are 40 statements about how most people feel or think at one
time or another. There are no right or wrong answers. Just pick the one that is really
true for you, and mark the a, b or c answer.
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You will start with the two simple examples below , for practice. Read the first
sentence and then put an “X” in the box that tells how you feel about walking. If you
enjoy walking, You would put an “X” in the a box. If you don’t, you’d mark in the c
box. If you enjoy walking once in a while, you would mark the middle box. But mark
the middle box only if it is impossible for you to decide definitely Yes or No. But
don’t use it unless you absolutely have to.
PRECAUTIONS:
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The instructions should be given clearly
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The subject is asked to answer the questions
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The subject is asked to choose only one answer per question;however, she/he may
choose more than one in a group if several statements in the group if necessary.
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The subject must interpret the questions by themselves, however if there is any
problem in understanding the experimenter may help.
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The experimenter must make every effort to secure the complete cooperation of the
subject.
REFERENCES:
https://psycentre.apps01.yorku.ca/wp/ipat-anxiety-scale-1976-also-known-as-self-analysisforms/
https://psychologyroots.com/ipat-anxiety-scale-1976-self-analysis-forms/