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Academic Stress in Dental Students Analysis: Questionnaire Design and Validation Study.

Abdul Gani Soulissa1, Indrayadi Gunardi2, Tri Erri Astoeti3

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A new questionnaire effectively measures academic stress, integrating anxiety and burnout in dental students. It demonstrates high validity and reliability, aiding in interventions to improve student well-being.

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academicdentalstressstudentvalidation

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Area of Science:

  • Educational Psychology
  • Health Sciences
  • Psychometrics

Background:

  • Academic stress is a significant concern for dental students.
  • Existing measures may not comprehensively capture academic anxiety and burnout.
  • A validated tool is needed to assess these multifaceted stressors.

Purpose of the Study:

  • To develop and validate a comprehensive questionnaire for assessing academic stress.
  • To integrate measures of academic anxiety and burnout into a single instrument.
  • To provide a reliable tool for evaluating student well-being in academic settings.

Main Methods:

  • Questionnaire development using existing instruments (DES, PSS, DASS-21, MBI).
  • Validation through expert review (content validity), student feedback (face validity), and statistical analysis (construct validity, reliability) with 100 students.
  • Data analysis included I-CVI, S-CVI, I-FVI, S-FVI, and Rasch modeling.

Main Results:

  • The questionnaire demonstrated strong content, face, and construct validity.
  • High reliability was confirmed with a Cronbach's Alpha of 0.94.
  • Person-map analysis revealed distinct stress dimensions and differences between preclinical and clinical students.

Conclusions:

  • The developed questionnaire is a valid and reliable instrument for measuring academic stress in dental students.
  • This tool can support proactive interventions to enhance student well-being and academic outcomes.
  • The findings highlight the need for tailored support addressing specific stressors faced by preclinical and clinical students.