Educational stress scale for adolescents: development, validity, and reliability with Chinese students

Sun, Jiandong and Dunne, Michael P. and Hou, Xiang-Yu and Xu, Ai-qiang (2011) Educational stress scale for adolescents: development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 29 (6). pp. 534-546. ISSN 0734-2829

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Abstract

This article describes the development and initial validation of a new instrument to measure academic stress—the Educational Stress Scale for Adolescents (ESSA). A series of cross-sectional questionnaire surveys were conducted with more than 2,000 Chinese adolescents to examine the psychometric properties. The final 16-item ESSA contains five latent variables: Pressure from study, Workload, Worry about grades, Self-expectation, and Despondency, which together explain 64% of the total item variance. Scale scores showed adequate internal consistency, 2-week test–retest reliability, and satisfactory concurrent validity. A confirmatory factor analysis suggested the proposed factor model fits well in a different sample. For researchers who have a particular interest in academic stress among adolescents, the ESSA promises to be a useful tool.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted Version deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 27 Sep 2021 01:26
Last Modified: 27 Sep 2021 01:26
Uncontrolled Keywords: Chinese adolescents; ESSA; academic stress; reliability; validity
Fields of Research (2008): 11 Medical and Health Sciences > 1117 Public Health and Health Services > 111706 Epidemiology
11 Medical and Health Sciences > 1117 Public Health and Health Services > 111714 Mental Health
Fields of Research (2020): 42 HEALTH SCIENCES > 4206 Public health > 420606 Social determinants of health
Identification Number or DOI: https://doi.org/10.1177/0734282910394976
URI: http://eprints.usq.edu.au/id/eprint/42358

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