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BackgroundAlthough Perceived Stress Scale (PSS, Cohen, Kamarack & Mermelstein, 1983) has been validated and widely used in many domains, there is still no validation in sports by comparing athletes and non-athletes and examining related psychometric indices.PurposeThe purpose of this study was to examine the measurement invariance of PSS between athletes and non-athletes, and examine construct validity and reliability in the sports contexts. MethodsStudy 1 sampled 359 college student-athletes (males = 233; females = 126) and 242 non-athletes (males = 124; females = 118) and examined factorial structure, measurement invariance and internal consistency. Study 2 sampled 196 student-athletes (males = 139, females = 57, Mage = 19.88 yrs, SD = 1.35) and examined discriminant validity and convergent validity of PSS. Study 3 sampled 37 student-athletes to assess test-retest reliability of PSS.ResultsResults found that 2-factor PSS-10 fitted the model the best and had appropriate reliability. Also, there was a measurement invariance between athletes and non-athletes; and PSS positively correlated with athletic burnout and life stress but negatively correlated with coping efficacy provided evidence of discriminant validity and convergent validity. Further, the test-retest reliability for PSS subscales was significant (r = .66 and r = .50).DiscussionIt is suggested that 2-factor PSS-10 can be a useful tool in assessing perceived stress either in sports or non-sports settings. We suggest future study may use 2-factor PSS-10 in examining the effects of stress on the athletic injury, burnout, and psychiatry disorders.
Motivation-related issues have been one of the most popular topics in sport and exercise psychology research (Roberts, 2001). Over the past several decades, achievement goal frameworks have provided one of the main models laying the groundwork for the study of motivational processes in the physical domain. Differences in how people interpret and respond to their achievement-related activities have been found to be dependent on the achievement goal(s) emphasized. Nicholls (1984Nicholls ( , 1989, in particular, has argued that how individuals define success and construe their level of competence underpins distinctions in achievement goals. When perceptions of high competence and subjective sport success are tied to outperforming others, people's goals revolve around an ego/ performance emphasis. In contrast, a sense of competence and personal success gained by exhibiting high effort, task mastery, and learning are assumed to reflect a task mastery/goal focus. In general, research conducted in sport and other achievement contexts has revealed mastery (or task) goals to be associated with adaptive cognitive, affective,
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