为全面的学术压力测量开发和验证BASE-66库存
Juan Luis Castillo-Navarrete1,2,3, Claudio Bustos2,3,4, Alejandra Guzmán-Castillo3,5
1Departamento de Tecnología Médica, Facultad de Medicina, Universidad de Concepción, Concepción, Biobío, Chile.
PloS one
|March 11, 2026
概括
学术压力 (AS) 是大学生的一个重要问题,特别是在COVID-19后. 新的BASE-66清单提供了一个全面的工具来评估学术压力,考虑各种压力因素和学生的反应.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 社会学 社会学 社会学
背景情况:
- 学术压力 (AS) 是一个复杂的现象,具有情绪,认知,生理和行为组成部分.
- 随着COVID-19大流行,学术压力加剧,数字化加剧,社会互动受到限制,社会经济和家庭学习挑战受到重视.
- 目前用于测量AS的仪器在捕捉上下文压力因素和应对机制方面存在局限性.
研究的目的:
- 开发和心理测量验证BASE-66 (广泛的学术压力评估) 库存.
- 创建一个全面的学术压力评估工具,整合学术和非学术压力因素.
- 解决现有的学术压力仪器中的测量差距.
主要方法:
- 仪器心理测量设计有三个阶段:项目开发,主要管理和测试后评估.
- 从SISCO-II-AS框架调整,使用焦点小组,试点测试和项目改进.
- 基于智利501名大学生数据的因子结构分析 (EFA和CFA),评估可靠性和时间稳定性.
主要成果:
- 在BASE-66中,我们展示了压力因素的五因素结构 (工作负载,绩效,社会互动,社会经济,课堂互动) 和反应的双因素模型 (一般,情绪认知,身体疲劳,社会冲突).
- 对于大多数尺度,内部一致性是充足的到优秀的,对于几个措施,时间稳定性很好.
- 妇女在几个压力和反应领域报告了更高的水平,表明学术压力经历的性别特异性差异.
结论:
- BASE-66是智利大学生综合性学术压力评估的情境敏感工具.
- 它有效地捕捉了各种学术,社会经济和互动压力因素,以及差异化的学生反应概况.
- 未来的研究应该专注于测量不变性,增强应对测量,并采用纵向和多方法验证设计.
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