Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version

Abstract

This study aims to evaluate the psychometric properties of the Academic Expectations of Stress Inventory (AESI) in terms of validity and reliability measurements among Persian students. A total sample of 620 high-school students (nfemale = 328, nmale = 292) was recruited to complete scales on academic expectations of stress, self-efficacy, and depression. The AESI was translated from English to Persian and its translation was further checked by three experts. We used a cross-sectional research design to collect data. The results approved the internal consistency, test–retest reliability, convergent, and construct validity of the ASEI. Additionally, confirmatory factor analysis confirmed the two-factor structure of the AESI, including the expectation of self and the expectations of parents/teachers. AESI was related to depression and self-efficacy in an empirically and theoretically expected direction. Moreover, configural and metric invariance were supported by gifted vs. non-gifted groups, but not scalar. No invariance was supported by gender groups. In conclusion, the psychometric properties of the Persian version of the AESI were confirmed to be used for educational, clinical, and research purposes in Iran.

Relationship Between Parental Involvement, Academic Resilience, and Academic Stress among Adolescents in Kuala Terengganu

“…In studies on the sources of stress among youths, Jaramillo et al (2005); Stevenson and Harper (2006); Bhargava and Trivedi (2018) point out that the individual's view influences whether the stressor has a damaging effect or not, and whether it causes physical or psychological symptoms of stress in the individual. Fairbrother and Warn (2003) stated that students may feel several stages of academic stress because they practice different coping practices to manage academic stress (Asgarabad et al, 2021). This may be the rationale why the negative outcomes might come about in physiological reactions or behavioral reactions if a student is incompetent to effectively manage academic stress.…”

“…Hence, before it results in negative outcomes, it is essential to identify some of the significant or possible causes of academic stress among adolescents. In addition, academic stress was also discovered to have a direct damaging influence on students' self-esteem and dropout rates (Fenzel, 2000;Liu & Lu, 2011;Asgarabad et al, 2021). Parents' high expectations were one of the main sources of adolescents' academic stress, which has been demonstrated to be negatively correlated with their self-esteem.…”

“…It can be caused by a variety of reasons. Roehr (2013) stated that academic stress has become the most common source of stress among high school students (Asgarabad et al, 2021). Hoferichter et al (2014), asserted that academic stress is a common occurrence that has a detrimental impact on adolescents' psychological, educational, and physical well-being.…”

The Perceived Nursing Students’ Psychological Health Issues of Depression and Academic Stressors

“…Academic stress is a rapidly growing phenomenon that in uences students globally (Asgarabad et al, 2021). Evidence showed that rst year nursing students had higher depression rate than fourth year nursing students and by the time they start clinical practice (Janatolmakan et al, 2019).…”

Academic Stress Among Students of Higher Educational Institutions in Karach

“…Although the main cause of academic stress are academic track, admissions, students forced to change/ transfer of admission, exams, burden of extra classes, social comparison, exams stress, teachers and parents expectations (Asgarabad, et al, 2021). It includes the accurate load of learning as well as the physical and mental strain that results from students having to accomplish their tasks, and it contains both subjective and objective components (Long et al, 2013).…”