Validity and Reliability of the Perceptions of Academic Stress Scale

França, Felipe Douglas P.; Dias, Tatiane Lebre

doi:10.5935/1980-6906/eptppa13041

Cited by 10 publications

(10 citation statements)

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“…Third, with little variation captured for depressed HE students, this group should receive independent focus to identify relevant explanatory pathways, as well as to reveal potential avenues for HE support and intervention. Fourth, this study assessed academic stress via four relevant stressors, although additional sources of academic stress are found among students, including time constraints, parental pressures, teachers' expectations, and self-perceptions ( 78 , 79 ). As such, further study including additional sources of academic stress will serve to improve understanding of the collective and independent effects of academic stressors on student wellbeing.…”

Section: Discussionmentioning

confidence: 99%

Resilience and Higher Education Support as Protective Factors for Student Academic Stress and Depression During Covid-19 in the Netherlands

Versteeg

Kappe

2021

Front. Public Health

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Background: The corona pandemic has forced higher education (HE) institutes to transition to online learning, with subsequent implications for student wellbeing.Aims: This study explored influences on student wellbeing throughout the first wave of the corona crisis in the Netherlands by testing serial mediation models of the relationships between perceived academic stress, depression, resilience, and HE support.Methods: The Covid-19 International Student Wellbeing Study (C19 ISWS) was used, with a total sample of 2,480 higher education students studying at InHolland Universities of Applied Sciences in the Netherlands. Student subgroups were created, so that students with low and high perceived academic stress could be assessed, in addition to depressed and non-depressed students. Predictive model fit was tested using Macro PROCESS.Results: A significant serial mediation model for the total student sample was revealed, including protective mediating effects of resilience and HE support on the positive direct effect of perceived academic stress on depression. At subgroup level, significant (partial) predictive effects of resilience on depression scores were noted. A partial serial effect between resilience and HE support was found for students with low perceived stress levels, whereas a parallel partial mediation model was present among highly academically stressed students. Regarding non-depressed students, a full parallel mediation model was found, whereas the model for depressed students inadequately explained the data.Conclusions: Overall, resilience and HE support mediate the predictive effect of academic stress on depressive symptoms among students. In addition, substantial differences in model fit arise when inspecting the students on a subgroup level. These findings contribute to the gap in knowledge regarding student wellbeing during the Covid-19 pandemic in the Netherlands, in addition to providing novel insights on student subgroup dynamics. While Covid-19 restrictions continue to demand online learning, student wellbeing may be enhanced overall by targeting resilience and increasing awareness and availability of HE support services. The current study also highlights the need for differential approaches when examining wellbeing for specific student groups.

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Section: Discussionmentioning

confidence: 99%

Resilience and Higher Education Support as Protective Factors for Student Academic Stress and Depression During Covid-19 in the Netherlands

Versteeg

Kappe

2021

Front. Public Health

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“…In the Nigerian context, the scale was found to be reliable (0.79) for this study. França and Tatiane [ 54 ] reported 0.83 reliability using Portuguese populations.…”

Section: Methodsmentioning

confidence: 99%

School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators

et al. 2023

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Background: The high level of academic stress and maladjustment in the school environment led to this study to investigate the management of academic stress and school adjustment among university students using rational emotive behavioral therapy. Methods: The study adopted a pretest-posttest control group design. A total of 97 students participated in the study and were measured using an academic stress scale and academic adjustment scale at 3 points. Results: The results of the multivariate statistics indicated the improvement in the management of academic stress and academic adjustment among Industrial Technical Education students following their participation in the rational emotive behaviour therapy (REBT) treatment and those in the waitlisted control group (WCG) at 3 points. After the treatment, a second assessment shows that the REBT treatment had a significant effect on improvement in academic stress management and academic adjustment among Industrial Technical Education students and was subsequently sustained at follow-up assessment. It was also found that there is no interaction effect of groups and gender. Conclusion: This study suggests that the reduction in academic stress and improvement in the academic adjustment were due to exposure to rational emotive behavioral therapy. Therefore, school counselors should reach out to students that experiencing a high degree of stress and maladjustment and assist them using rational emotive behavioral therapy.

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“…SR includes students' ability to set academic goals and plan how to achieve them through the use of speci c learning strategies [41] [42], such as self-monitoring and self-evaluating their successes and failures and consequently regulating their mindset and behavior to accomplish their goals [43]. A sizable number of studies have shown that self-regulation and the ability to manage one's own behavior can assist learners in coping with academic stress, thus preventing long-term negative consequences [44]. Many research articles have demonstrated a negative association between academic stress and self-regulation among undergraduate students [44] [45] [46] [37].…”

Section: The Potential Mediating Role Of Self-regulationmentioning

confidence: 99%

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

Ibrahim,

Sabbah,

Al-Jarrah

et al. 2024

Preprint

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Aim: To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students’ digital literacy and self-regulation. Background: Academic stress continues to be a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic strategy called "digitally regulated emotional intelligence" to effectively reduce academic stress. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world. Methods: A cross-sectional study was conducted to examine correlations and describe quantitative data. 240 students' data was collected in the 2023-24 academic year from Fatima college of Health sciences. Pearson's correlation coefficient has been applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress. Results: The emotional intelligence level, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t=3.830*, p<0.001*). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the aforementioned relationship. Conclusion: The study noted significant connections between study attributes, particularly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may be influencing their stress levels. Furthermore, digital literacy was found to act as a mediator between emotional intelligence and academic stress, suggesting that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.

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Validity and Reliability of the Perceptions of Academic Stress Scale

Abstract: No momento em que escrevo este editorial, o Brasil (e o mundo) atravessam um doloroso ressurgimento da Covid-19. Não refeitos dos seus múltiplos impactos negativos -especialmente em termos de saúde mental -, somos novamente chama-

Cited by 10 publications

References 0 publications

Resilience and Higher Education Support as Protective Factors for Student Academic Stress and Depression During Covid-19 in the Netherlands

Resilience and Higher Education Support as Protective Factors for Student Academic Stress and Depression During Covid-19 in the Netherlands

School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

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