The Construction, Reliability and Validity of a Stress Inventory for Children

Metcalfe, Robert J. Alban; Dobson, Clifford B.; Cook, Ann Jennalie; Michaud, Ann

doi:10.1080/0144341820020106

Cited by 16 publications

(4 citation statements)

References 7 publications

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“…Alban Metcalfe et al (1982) me or other kids (43%, 36%), a teacher does not listen to me (42%, 33%), the classroom is too noisy (41%, 56%), forgetting things that need to be done (41%, 37%), sitting next to annoying kids (41%, 35%), sitting for a test (40%, 47%), too many things to do (37%, 50%), teacher's negative comments about my work (36%, 31%), having to speak in front of the class (36%, 43%), detention or other punishment tasks (34%, 28%), a teacher lectures me (32%, 29%), a teacher shout at me (32%, 30%), a teacher does not choose me or ignores me (31%, 30%), trouble with mathematics (28%, 26%), trouble with reading, writing, spelling (17%, 16%)…”

Section: Discussionmentioning

confidence: 99%

“…The final selection of 18 studies (see Table 1) covers early to late adolescents across 6 countries or nations (i.e., Australia, Canada, Hong Kong, Netherlands, United Kingdom, United States of America). Four of these studies used a stratified or randomized surveying strategy to increase the representativeness of their samples (Alban Metcalfe et al, 1982;Byrne et al, 2007;Cheng, 1997;Lewis et al, 1984), and all but one study (Compas et al, 1987) used a modest (N > 150 adolescents) to large sample (N > 1,000 adolescents) to analyze adolescent stressors across relevant dimensions. Taken together, these studies provide information on stressors experienced by 10,017 adolescents or children (i.e., in a minority of cases, children aged 4 to 10 years old; Berden et al, 1990;Ham & Larson, 1990;Masten et al, 1994;Yamamoto, 1979).…”

Section: Literature Search Strategymentioning

confidence: 99%

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Identifying Salient Stressors of Adolescence: A Systematic Review and Content Analysis

Núñez-Regueiro

2021

J Youth Adolescence

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Stressors play a defining role in youth development and, in particular, in adolescent psychological and behavioral adaptation. However, the nature of stressors experienced during adolescence has not been reviewed or investigated comprehensively. To bridge this gap, this investigation conducted a systematic review of adolescent stressors reported in the literature (Study 1, N = 18 studies) and a content analysis of self-reported stressors (Study 2, N = 1,568 adolescents, Mean age = 15.5 years, 41.5% female adolescents). The results converged in the identification of negative stressors (i.e., health issues, parental conflicts, issues with parents, teachers, peers or friends, romantic issues, concerns about the future and school) and positive stressors (i.e., leisure time, finding oneself, school or other accomplishments, social acquisitions, receiving help, romance and friendship, birth and good time in the family), which are highly occurring and highly intense among adolescents. Overall, these findings can guide researchers and practitioners towards developing efficient stressors measures, integrative theories on adolescent stress and development, as well as effective interventions targeting specific stress processes in the domains of education, criminology and psychopathology.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Search Strategymentioning

confidence: 99%

Identifying Salient Stressors of Adolescence: A Systematic Review and Content Analysis

Núñez-Regueiro

2021

J Youth Adolescence

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“…One-half of the students received a questionnaire that presented 20 everyday problems in the school setting; the other half received one that presented 20 everyday problems that occurred outside of the school setting. The content for the school and outside of school problems came from recent surveys of the daily hassles and life events that face individuals of these ages (e.g., Clabby & Elias, 1986;Coddington, 1972aCoddington, , 1972bCompas, 1987b;Metcalfe, Dobson, Cook, & Michaud, 1982). Everyday problems presented a conflict to the student that could be reduced by taking one of six courses of action.…”

Section: Methodsmentioning

confidence: 99%

Knowledge of strategies for dealing with everyday problems from childhood through adolescence.

Berg¹

1989

Developmental Psychology

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This study examined the knowledge that children (5th grade) and adolescents (8th and 1 lth grade) have of the effectiveness of strategies for dealing with everyday problems. Two hundred seventeen individuals rated the effectiveness of six strategies presented as solutions to 20 everyday problems (in school or out of the school setting) before and after information was given that added or removed an obstacle from the problem. Strategy effectiveness was dependent on the context of the specific problem. Age differences (favoring older adolescents) and gender differences (favoring females) were found when students' strategy knowledge was compared with teachers' strategy knowledge. Students' strategy knowledge was related to teachers', parents', and students' ratings of the student's practical intellectual skills as well as to achievement test scores and grades. Implications for the relation between academic and everyday intelligence are drawn.Recent contextual models of intellectual development have sparked an interest, within the field of intelligence, in the intellectual skills that individuals exhibit in their daily lives (Baltes,

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“…Cronbach's alpha coefficient was .942 (56 items). Metcalfe et al, 1982]. This is a standardised measure designed to assess pupils' stress from a number of sources regarding school areas (e.g., school marks, levels of noise in school).…”

Section: Measures Of School Factorsmentioning

confidence: 99%

Bullying and victimisation in Scottish secondary schools: Same or separate entities?

Karatzias¹,

Power²,

Swanson³

2001

Aggressive Behavior

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Previous research has suggested that bullying is an increasingly severe problem in schools. Such research has approached the phenomenon from two different angles. Earlier research has treated bullying and victimisation as separate entities. However, current research suggests that bullies and victims engage in a special dynamic and interactive relationship, thereby providing the need for studying any similarities and differences between bullies and victims in relation to various factors. The present research has approached bullying and victimisation in both ways. First, we studied differences between bullies, victims, and those not involved in relation to various demographic, school, well-being, and personality factors to identify factors that separate these three groups. In addition, we studied differences between those involved in bullying/victimisation (one group) and those never involved in relation to the same aforementioned factors to highlight aspects of the development of their special relationship (i.e., common factors). Prevalence rates and types of bullying/victimisation experienced/ expressed in Scottish schools were also investigated. It was found that bullying and victimisation, when treated as separate entities, differed in relation to peer self-esteem, with bullies reporting higher levels of peer self-esteem than victims. When bullies and victims were treated as one group (involved), they were found to differ from the noninvolved group in relation to various factors, including school, well-being, and personality factors. The involved group was found to be disadvantaged in relation to all measures used. However, overall results indicated that from all these factors the best predictors of overall involvement as bully, victim, or bully-victim were Quality of School Life and school stress. The present results support the notion that bullying and victimisation could be treated, by future research, as both separate and/or interactive entities. This is so because bullying and victimisation were found to differ in relation to one personality factor, that is, peer self-esteem. However, Quality of School Life and school stress, both school factors, were found to be associated with the phenomenon as a whole. Results are discussed in relation to future development of antibullying policy in Scottish schools. Aggr. Behav. 28:45-61, 2002.

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The Construction, Reliability and Validity of a Stress Inventory for Children

Cited by 16 publications

References 7 publications

Identifying Salient Stressors of Adolescence: A Systematic Review and Content Analysis

Identifying Salient Stressors of Adolescence: A Systematic Review and Content Analysis

Knowledge of strategies for dealing with everyday problems from childhood through adolescence.

Bullying and victimisation in Scottish secondary schools: Same or separate entities?

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