Children Cognitive Assessment Questionnaire (CCAQ)

Abstract

The Children Cognitive Assessment Questionnaire (CCAQ) is a specialized psychometric instrument developed by Zatz and Chassin (1983) to measure the specific cognitive processes and self-statements that occur in children during performance situations, particularly those associated with Test Anxiety. The scale provides a structured method for quantifying the internal dialogue that mediates the relationship between evaluative stress and academic outcomes.

Comprising 40 items, the CCAQ assesses four distinct factors related to cognitive processing: Negative Self-Evaluations (NSE), Positive Self-Evaluations (PSE), Off-Task Thoughts (OFFT), and On-Task Thoughts (ONT). The instrument utilizes a simple True/False response format, making it accessible for use with pediatric populations in both clinical and educational research settings.

Keywords

Children Cognitive Assessment Questionnaire, CCAQ, Test Anxiety, Cognitive Assessment, Self-Evaluation, On-Task Cognitions, Off-Task Thoughts, Psychological Scale, Zatz and Chassin.

Authors

S. Zatz, L. Chassin

Purpose

The primary purpose of the CCAQ is to provide a standardized measure of cognitive interference and cognitive coping strategies employed by children while they are actively engaged in performance-based tasks, such as tests or academic assignments. It allows researchers and clinicians to identify specific patterns of self-talk that may either enhance performance (Positive and On-Task cognitions) or impair performance (Negative and Off-Task cognitions).

By capturing these four dimensions of thought, the scale serves as a critical diagnostic tool for understanding the cognitive component of test anxiety. The results can inform targeted cognitive restructuring interventions aimed at replacing maladaptive self-evaluations and distracting thoughts with more adaptive and task-focused strategies.

Construct

The Children Cognitive Assessment Questionnaire measures the construct of task-related cognitive appraisal and attentional focus under stress. The instrument is grounded in cognitive theory, which posits that emotional and behavioral responses to stress are mediated by internal self-statements and evaluations.

• Negative Self-Evaluations (NSE): This subscale measures self-critical thoughts pertaining to intellectual ability, memory deficits, and expected failure.
• Positive Self-Evaluations (PSE): This subscale assesses adaptive self-appraisals concerning competence, speed, intelligence, and expectation of success.
• Off-Task Thoughts (OFFT): Also known as self-distracting thoughts, this factor measures external and internal distractions unrelated to the task, including environmental worries, physiological symptoms, or wishes to escape.
• On-Task Thoughts (ONT): This factor measures self-regulatory cognitions, reflecting attempts to focus attention, manage effort, maintain calmness, and apply problem-solving strategies.

Validity

The validity of the CCAQ stems from its robust theoretical foundation, demonstrating that the four identified cognitive factors align with observed behaviors in evaluative settings. Research utilizing the scale, such as the initial studies by Zatz and Chassin, established criterion validity by correlating the subscale scores with objective measures of academic performance and established measures of test anxiety.

Specifically, high scores on the NSE and OFFT scales are reliably associated with elevated anxiety and poorer task completion, while high scores on the PSE and ONT scales are linked to greater persistence and improved performance outcomes. This pattern of correlations supports the scale’s construct validity in measuring both adaptive and maladaptive cognitive styles during stressful Cognitive Assessment.

Reliability

The reliability of the Children Cognitive Assessment Questionnaire has been assessed using measures of internal consistency (Cronbach’s Alpha) and temporal stability (Test-Retest correlation, r). The reliability coefficients reported across the four subscales demonstrate acceptable to good consistency:

• Negative Self-Evaluations (NSE): Internal Consistency (Alpha) = 0.82; Test-Retest (r) = 0.69.
• Positive Self-Evaluations (PSE): Internal Consistency (Alpha) = 0.74; Test-Retest (r) = 0.71.
• Off-Task Thoughts (OFFT): Internal Consistency (Alpha) = 0.72; Test-Retest (r) = 0.63.
• On-Task Thoughts (ONT): Internal Consistency (Alpha) = 0.67; Test-Retest (r) = 0.69.

These values indicate that the items within each subscale consistently measure the underlying cognitive factor (high internal consistency) and that the pattern of responses remains reasonably stable over time (acceptable test-retest reliability).

Factor Analysis

The CCAQ is structured according to a clear, four-factor model established through factor analytic techniques during its development. This analysis confirmed the empirical separation of the 40 items into four distinct, yet related, cognitive dimensions. Each of the four factors—NSE, PSE, OFFT, and ONT—is composed of 10 items.

This structure is essential because it allows for specific analysis of cognitive patterns: the first two factors focus on self-appraisal or Self-Evaluation (positive versus negative), while the last two factors focus on attentional regulation (task-focused versus distracting thoughts). This clear factor structure enhances the scale’s utility for differential diagnosis and treatment planning.

Instrument

Test Type: Self-report Psychological Scale.

Format: 40 items, binary response (True, False).

Language Available: English.

Population Group: Pediatric populations.

Age Group: Typically school-aged children.

Population Details: Used to assess cognitive responses to evaluative stress in children, often related to academic performance.

Test Methodology: Children are asked to respond to the items based on how frequently or accurately the statement reflects their thoughts while taking a test or completing a difficult task.

Keywords

Self-talk, cognitive interference, academic performance, internal consistency, self-regulation, test anxiety cognitions, psychometric instrument, NSE, PSE, OFFT, ONT.

Authors

Author ORCID Identifier: Not specified in source content.

Affiliation Email addresses: Not specified in source content.

Correspondence Address: Not specified in source content.

Permissions & Fee and Test Year

The original conceptualization and publication year of the Children Cognitive Assessment Questionnaire (CCAQ) was 1983. The instrument is documented in comprehensive sourcebooks for clinical measures. For current licensing, permissions, or fees required for use in clinical practice or large-scale research, users should consult the latest edition of the sourcebook or contact the publishing house, Oxford University Press, which published the 4th edition of Measures for Clinical Practice and Research.

Reference’s

1. Zatz, S., & Chassin, L. (1983). Cognitions of test-anxious children. Journal of Consulting and Clinical Psychology, 51, 526-534.
2. Zatz, S., & Chassin, L. (1985). Cognitions of test-anxious children under naturalistic test-taking conditions. Journal of Consulting and Clinical Psychology, 53, 393–401.
3. Zatz, S., and Chassin, L. (1983). Children Cognitive Assessment Questionnaire (CCAQ). In Fischer, Joel., Corcoran, Kevin J. (2007). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1, Page (s): 474-476.

Items of the Children Cognitive Assessment Questionnaire (CCAQ)

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

Negative evaluations

1. The others probably think I’m dumb.
2. I have a bad memory.
3. I’m doing poorly
4. I can’t do this-I give up.
5. Everyone usually does better than me
6. I must be making many mistakes.
7. I don’t do well on tests like this.
8. I am too dumb to do this
9. I’m doing worse than the others
10. I really feel stupid.

Off-task thoughts

11. I wish I were playing with my friends.
12. r am nervous and worried.
13. I wish I were home.
14. I wish this was over.
15. My mind keeps wandering.
16. I keep on daydreaming.
17. I wonder what the examiner is going to find out about me.
18. I can’t seem to sit still.
19. Pretty soon I’ll get to do something else
20. I am hungry.

Positive evaluations

21. I am fast enough to finish this.
22. I do well on tests like this
23. I usually do better than the others
24. I am bright enough to do this
25. This test is easy for me to do.
26. I am doing the best that I can
27. I usually catch on quickly to new things.
28. I am doing better than the others.
29. I am sure to do fine on this.
30. I am able to do well on different things

On-task thoughts

31. Stay calm and relaxed.
32. The harder it gets, the more I need to try.
33. Try a different plan
34. One step at a time
35. I have a plan to solve this.
36. Keep looking for a solution
37. Work faster.
38. Pay attention.
39. I’ve almost got It now-keep working.
40. Don’t think about anything but solving the problem.