Questionnaire d’anxiété évaluative scolaire (QAES) : Adaptation française d’une échelle courte destinée aux jeunes
Bibliographic record
Abstract
Maintenant publié sous :Binette-Laporte, F., Plante, I., Chaffee, K. E., Fréchette-Simard, C., Goulet, M., Dubeau, A., Journault, A.-A., et Yale-Soulière, G. (2025). Questionnaire d’anxiété évaluative scolaire (QAES) : Adaptation française d’une échelle courte destinée aux jeunes. Mesure et évaluation en éducation. Volume 47 (3), 39-62 https://doi.org/10.7202/1119631arRésumé : Les instruments de mesure validés de l’anxiété évaluative scolaire sont généralementdestinés à des populations anglophones et la plupart comportent de nombreux items, ce qui rendleur administration longue et donc peu adaptée au contexte scolaire. Pour pallier ces problèmes,une version courte d’un questionnaire évaluant l’anxiété évaluative scolaire a été adaptée enfrançais, le Questionnaire d’anxiété évaluative scolaire (QAES). Les qualités psychométriques duQAES ont été examinées dans deux études complémentaires comprenant respectivement 1212 et387 élèves québécois. Les résultats d’analyses factorielles exploratoires (étude 1) et confirmatoire(étude 2) ont révélé une structure reflétant les trois composantes de l’anxiété évaluative scolaire(c.-à-d. cognitive, physiologique, et comportementale). Dans les deux études, ces trois sous-échellesont révélé une cohérence interne élevée auprès d’adolescents francophones. L’ensembledes résultats suggèrent que le QAES présente des qualités psychométriques satisfaisantes,justifiant son emploi pour évaluer l’anxiété évaluative scolaire vécue par les jeunes.Abstract : Validated instruments for measuring test anxiety in school are generally intended forEnglish-speaking populations and most contain numerous items, making their administration lengthy and thus poorly suited to a school context. To address these issues, a short version of aquestionnaire assessing test anxiety was adapted into French, the Questionnaire d’anxiétéévaluative scolaire (QAES). The psychometric properties of the QAES were examined in twocomplementary studies including 1212 and 387 students respectively. Results from exploratoryfactor analyses (study 1) and confirmatory analyses (study 2) revealed a structure reflecting thethree components of test anxiety (i.e., cognitive, physiological, and behavioral). In both studies,these three subscales provided high internal consistency among French-speaking adolescents.Overall, the results suggest that the QAES has satisfactory psychometric properties, justifying itsuse for assessing the test anxiety experienced by young people.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".