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Development and validation of the academic stressors scale and its short version
Guogang Xin1, Shengqin Yang2, Ruobing Wang2
1School of Government, Beijing Normal University, Beijing, China.
Introduction:
This study developed and validated the Academic Stressors Scale (ASS) to measure sources of academic stress among secondary school students. The scale was developed based on a comprehensive theoretical framework that categorizes academic stressors into four key dimensions: parent, self, peer, and teacher stressors.
Methods:
A cross-sectional survey was conducted with 11,704 high school students across 27 provinces in China.
Results:
The scale was developed within a theory-driven four-factor framework encompassing parent-, self-, peer-, and teacher-related stressors. Its factor structure was supported by exploratory factor analysis and confirmatory factor analysis. In addition, measurement invariance testing demonstrated that the scale functioned equivalently across gender and regional groups. The scale demonstrated good internal consistency and criterion-related validity, with academic stress correlated to anxiety positively and hope negatively. Additionally, its short version with six core items was refined using network analysis and item response theory to enhance efficiency while maintaining measurement precision.
Discussion:
The results indicate that the ASS is a reliable and valid instrument for assessing academic stressors in secondary school students. It serves as a valuable tool for psychological assessment, educational interventions, and future research.
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