Development of a Self Report Stress Scale Using Item Response Theory-I: Item Selection, Formation of Factor Structure and Examination of Its Psychometric Properties

Tatar, Arkun; Saltukoğlu, Gaye; Özmen, Ercan

doi:10.5152/npa.2017.18065

Cited by 7 publications

(6 citation statements)

References 120 publications

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“…The ability of internet-based programs to sustain treatment benefits post-discharge from face-to-face treatment is also established ( Kenter et al, 2015 ). Furthermore, going by the three models of stress- stimulus-based, response-based and transaction-based models ( Papathanasiou et al, 2015 ; Corina et al, 2014 ; Tatar et al, 2018a ), it is expected that the three models could be explained using the ABCDE therapeutic modalities, thereby bringing about relieve on the part of the teachers. The stimulus based model of stress proposes that stress occurs when there is objective activating events (A), called stressors; while response-based model suggest that stress emotional, physiological and behavioral reactions (C) towards the stressor (A).…”

Section: Discussionmentioning

confidence: 99%

A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

Okeke

Onyishi

Nwankwor

et al. 2021

Internet Interventions

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Section: Discussionmentioning

confidence: 99%

A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

Okeke

Onyishi

Nwankwor

et al. 2021

Internet Interventions

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“…Hence, the outcome of this study support previous findings showing that interventions are effective in helping teachers regain control over stressors, reduce the intense psychosomatic symptoms and use effective strategies for dealing with stressful situations associated with teaching. 15,40,45,46,[49][50][51][52][53][54][55] Consequently, an earlier study 56 showed that a positive change in perception of stress can lead to a reduction in physiological and psychological symptoms associated with job stress. This is well conventional in the bREBT viewpoint, which works through opposing negative thoughts, feelings, emotions associated with stressors (occupational environments) and replacing them with more helpful ones.…”

Section: Discussionmentioning

confidence: 99%

Stress in teachers of children with neuro-developmental disorders: Effect of blended rational emotive behavioral therapy

et al. 2021

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Background/Objectives: Neuro-developmental disorders impose a wide range of learning barriers on learners, increasing stress among their teachers. Evidence attests to the heightened stress among teachers teaching children with such conditions. This study tested the efficacy of blended Rational Emotive Behavior Therapy in reducing job stress among teachers of children with neuro-developmental disorders in Abia State, Nigeria. Method: The current study adopted a group-randomized waitlist control trial design with pretest, post-test, and follow-up assessments. Participants ( N = 83) included teachers of children with neuro-developmental disorders in inclusive and specialized schools. The blended Rational Emotive Behavior Therapy group participated in a 2 h intersession face-to-face and online Rational Emotive Behavior Therapy (REBT) program weekly for 12 weeks. Data were collected using the Single Item Stress Questionnaire, Teachers’ Stress Inventory, and Participants’ Satisfaction questionnaire. The waitlisted group also received a blended Rational Emotive Behavior Therapy intervention after all data collection. Data collected at baseline; post-test as well as follow-up 1 and 2 evaluations were analyzed using mean, standard deviation, t-test statistics, repeated measures analysis of variance, and charts. Results: Results revealed that the mean perceived stress, stress symptoms, and the total teachers’ stress score of the blended Rational Emotive Behavior Therapy group at post-test and follow-up assessments reduced significantly, compared to the waitlisted group. Participants also reported a high level of satisfaction with the therapy and procedures. Conclusion: From the findings of this study, we conclude that blended Rational Emotive Behaviour Therapy is efficacious in occupational stress management among teachers of children with neuro-developmental disorders.

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“…Many definitions are made for understanding stress and efforts are made to explain it with anthropological, physiological, endocrinological, sociological and psychological approaches. On the other hand, it is reported that the existence of different explanations and approaches creates a confusion and makes it difficult to understand the connections between these approaches (Tatar, Saltukoğlu & Özmen, 2018).…”

Section: Graded Response Model (Grm)mentioning

confidence: 99%

“…The biopsychosocial model (BPS) is presented as an approach that combines these two approaches in a single framework. (Tatar, Saltukoğlu & Özmen, 2018).…”

Section: Graded Response Model (Grm)mentioning

confidence: 99%

Development of a “Perceived Stress Scale" Based on Classical Test Theory and Graded Response Model

Yaşar

2019

International Journal of Assessment Tools in Education

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The main purpose of this study is to develop a perceived stress scale based on Classical Test Theory (CTT) and Graded Response Model (GRM); to compare the parameters of the items in the scale that are tried to be developed according to both models, and to determine under which theory the measurement tool produces more reliable and valid results according to these compared item parameters. The item discrimination parameter value calculated according to CTT ranges from 0.472 to 0.735. On the other hand, item discrimination parameter values calculated under GRM vary between 1.062 (Item 15) and 2.606 (Item 2). Correlations between item thresholds were tested and the calculated correlation coefficients were; r =0.840 for β1 (p<0.01), r = 0.947 for β2 (p<0.01), r = 0.713 for β3 (p<0.05), and r = 0.559 for β4 (p<0.05) respectively. It can be assumed that these values not only support the item invariance of the items in the scale, but also show that the GRM is suitable for the data used for the scaling of the items. The reliability coefficient of the scale, in terms of internal consistency, was calculated as 0.919 according to the CTT, while the marginal reliability coefficient calculated as 0.931 according to GRM. Both reliability coefficients are quite high. In conclusion, there is a high correlation between the item parameters calculated according to both approaches, and the perceived stress scale (PSS) that is being developed can measure the desired features.

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Development of a Self Report Stress Scale Using Item Response Theory-I: Item Selection, Formation of Factor Structure and Examination of Its Psychometric Properties

Abstract: Results showed that the scale has basic psychometric requirements provided that the scale will be supported by validity studies.

Cited by 7 publications

References 120 publications

A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

Stress in teachers of children with neuro-developmental disorders: Effect of blended rational emotive behavioral therapy

Development of a “Perceived Stress Scale" Based on Classical Test Theory and Graded Response Model

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