ACADEMIC STRESS SCALE: A PSYCHOMETRIC STUDY FOR ACADEMIC STRESS IN SENIOR HIGH SCHOOL

Abstract

The purpose of this study was to test the construct validity and construct reliability on the academic stress scale and examined the components and indicators that could build academic stress variables. Academic stress was measured by four components, namely biological, cognitive psychosocial, psychosocial emotion, and psychosocial behavior. The populations in this study were 330 third grade students at one of the private high schools in Lampung. The samples in this study were 140 students. The sampling technique applied to cluster random sampling. The academic stress scale was employed as the data collection method. The research data were analyzed with Structural Equation Modeling (SEM) through the SmartPLS 3.2.8 program. Based on the results of data analysis, the components and indicators which built academic stress variables were declared as valid and reliable. The most dominant component reflecting academic stress was cognitive psychosocial by loading factor 0.631. Meanwhile, the weakest component reflecting academic stress was biological by the loading factor value of 0.525. These results indicated that all components and indicators were able to reflect and build academic stress variables. Thus, the measurement model could be accepted because the theory describing the academic stress variable fit with the empirical data obtained through the subject. Article visualizations: