Developing and validating a stress appraisal measure for minority adolescents

Rowley, Anthony A.; Roesch, Scott C.; Jurica, Bradford J.; Vaughn, Allison A.

doi:10.1016/j.adolescence.2004.10.010

Cited by 45 publications

(57 citation statements)

References 30 publications

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“…Perhaps reflecting these concerns, researchers have developed several measures of cognitive appraisal. Such instruments include semantic differential assessment of potentially stressful appraisals [29]; Peacock and Wong's Stress Appraisal Measures (SAM) [30] for adults and Stress Appraisal Measure for Adolescents (SAMA) [31]; the Appraisal of Life Events Scale (ALE) [32]; the Stress Appraisal Inventory for Life Situations (SAILS) [33]; and the Cognitive Appraisal Scale (CAS) [34].…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of an Instrument that Assesses Individual Differences in Threat and Challenge Appraisal

Tomaka¹,

Palacios²,

Champion³

et al. 2018

J Depress Anxiety

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Objective: This paper documents the development and validation of the Appraisal of Challenge or Threat Scale, a measure of individual differences in the tendency to appraise situations as threats or challenges. In addition to avoiding construct confounding inherent in existing measures, the scale assesses appraisal in a manner consistent with the original experimental studies delineating threat and challenge responses to stress.Method: Three studies using survey methods examined the psychometric properties of the scale and its relation to measures of the stress response, coping, and stress-related outcomes.Results: Exploratory and confirmatory factor analysis provided consistent evidence for the scales structure. Correlations provided evidence of validity. Conclusion:The results provide evidence for the factor structure, reliability, and construct validity of the measure of individual differences in the appraisal of stressful events as threats or challenges. Individual differences in cognitive appraisals of threat or challengeAlthough appraisal is inherently a situational construct, many have recognized that appraisals may also reflect dispositional tendencies [12][13][14][15][16]. Moreover, the notion of stable individual differences in stress J ournal o f D e p ression a n d A nxiety

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Section: Introductionmentioning

confidence: 99%

Development and Validation of an Instrument that Assesses Individual Differences in Threat and Challenge Appraisal

Tomaka¹,

Palacios²,

Champion³

et al. 2018

J Depress Anxiety

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“…Expectancies are important here, with several studies indicating that those with low self-esteem respond more negatively to experiences of failure while those with higher self-esteem, are more likely to persist in the face of difficulties (see Tafarodi and Vu 1997, for discussion). In this respect, one can see links with the literature on stress, where appraisals of confidence and efficacy relate to an individual's ability to cope with stressors (see for example, Lazarus 1999; Rowley et al 2005). Essentially, someone with a low selfesteem believes he or she has less in the way of resources to cope with these threats and challenges, and is consequently more vulnerable (Baumeister 1993).…”

Section: Self-esteem and Transitionmentioning

confidence: 99%

A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories

2008

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The transition from primary to secondary school can be a period of anxiety for many children. Although most schools have developed systems to ease this process, it has been argued that the emphasis is often on administrative and organisational procedures. In contrast, children and parents are typically more concerned with personal and social issues. It may be that such concerns have received insufficient attention in the past. This paper employs theoretical perspectives from the literature on resilience and self-esteem to examine key aspects of the process of transition from the perspective of the individual child. It is argued that for some children at least, transition can be legitimately considered 'a challenge of living' because of the social and personal messages which are received from a range of experiences within a concentrated period of time. The nature and source of these messages are discussed, and some implications for practitioners suggested. It is argued that in order to help vulnerable individuals cope with, and even benefit from, the period of transition, we need to focus more on the way social and personal experiences are interpreted at this time.

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“…Der Global Score des STAI war nach dem Lesen der beiden Szenarien signifikant höher als zuvor. Studien als wenig stabil erwies[32,33]. So zeigte sich in einer Studie von Peacock und Wong [6] wie bereits beschrieben eine fünfund in einer weiteren eine sechsfaktorielle Lösung.…”

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