Abstract
This study aims to evaluate the psychometric properties of the Academic Expectations of Stress Inventory (AESI) in terms of validity and reliability measurements among Persian students. A total sample of 620 high-school students (nfemale = 328, nmale = 292) was recruited to complete scales on academic expectations of stress, self-efficacy, and depression. The AESI was translated from English to Persian and its translation was further checked by three experts. We used a cross-sectional research design to collect data. The results approved the internal consistency, test–retest reliability, convergent, and construct validity of the ASEI. Additionally, confirmatory factor analysis confirmed the two-factor structure of the AESI, including the expectation of self and the expectations of parents/teachers. AESI was related to depression and self-efficacy in an empirically and theoretically expected direction. Moreover, configural and metric invariance were supported by gifted vs. non-gifted groups, but not scalar. No invariance was supported by gender groups. In conclusion, the psychometric properties of the Persian version of the AESI were confirmed to be used for educational, clinical, and research purposes in Iran.
Highlights
Academic stress is considered as the main source of stress among high-school students [1]
Academic stress is defined as the psychophysiological response to stressful academic circumstances in which students are confronted during studying at schools or universities [4]
We found that gender may influence the degree to which students perceive academic stress and subsequently the degree to which they experience the consequences of this stress, some studies do not support our findings [44]
Summary
Academic stress is considered as the main source of stress among high-school students [1]. Academic stress is defined as the psychophysiological response to stressful academic circumstances in which students are confronted during studying at schools or universities [4]. This stress is recognized as one of the main causes of malignant psychiatric statuses such as students’ suicide [5]. Academic stress is mostly experienced by students when academic performance (i.e., math performance) is assessed by a teacher. In collectivist countries, such as Iran, students may further experience academic stress because they have more social and family networks and their academic performance might be monitored or judged by surrounding people [6]. Most studies on academic stress have been conducted in the U.S [7,8], global statistics show that academic stress is rapidly growing in Asia and Middle Eastern countries including Korea [9] and India [10,11]
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