Cross‐cultural invariance of the Academic Expectations Stress Inventory: Adolescent samples from Canada and Singapore

Abstract

We provide further evidence for the two‐factor structure of the 9‐item Academic Expectations Stress Inventory (AESI) using confirmatory factor analysis on a sample of 289 Canadian adolescents and 310 Singaporean adolescents. Examination of measurement invariance tests the assumption that the model underlying a set of scores is directly comparable across groups. This study also examined the cross‐cultural validity of the AESI using multigroup confirmatory factor analysis across both the Canadian and Singaporean adolescent samples. The results suggested cross‐cultural invariance of form, factor loadings, and factor variances and covariances of the AESI across both samples. Evidence of AESI's convergent and discriminant validity was also reported. Findings from t‐tests revealed that Singaporean adolescents reported a significantly higher level of academic stress arising from self expectations, other expectations, and overall academic stress, compared to Canadian adolescents. Also, a larger cross‐cultural effect was associated with academic stress arising from other expectations compared with academic stress arising from self expectations.

Children's rights: television programmes aired in Singapore

“…Recent studies have shown that in Singapore society, which has a strong inclination towards the Confucian ideals of filial piety, obedience, loyalty, and collectivism, students develop school-related anxieties. In many ways, these anxieties are due to the expectations and pressures placed on them by parents, who consider children's school success as a matter of pride for the family and country (Anderson & Mayes, 2010;Ang & Huan, 2006;Ang et al, 2009;Lowe & Ang, 2012;Tan & Yates, 2011). Parents in Singapore have high academic expectations and are concerned about their child's achievements, beginning at the preschool age (Ebbeck & Gokhale, 2004;Sharpe, 2000, p. 123).…”

Examining the Criterion Validity of CBCL and TRF Problem Scales and Items in a Large Singapore Sample

“…Singapore and other Asian societies have been found to be higher on the cultural dimension of collectivism [24,25]. Additionally, the stress arising from academic pressure to excel has also been documented in Asian societies [19,20]. Although Singapore and the US differ in many ways, both are among the 42 nations ranked with ''very high human development'' by the Human Development Index (HDI) and show similar levels of life expectancy, literacy rates, and gross national income per capita [26].…”

“…Singapore's Ministry of Education (MOE) has a strong mission of striving towards excellence. Likewise, Singaporean parents consider schooling of primary importance, and they hold high expectations for their children's educational achievement, sometimes resulting in academic pressure and stress faced by these children [19,20]. Within the MOE, there is provision for psychological assessment and services for children with learning, behavioral and emotional problems.…”

Academic Stress: Its Causes and Results at a Ugandan University

“…Generally, students appreciate the fact that examination grades are the most important aspect of their school life. However, the process of preparing for examinations was reported to be the most stressful event of their school life (Ang & Huan, 2006;Ang, et al, 2009;Dobson, 1980).…”