Validity and Reliability of the Perceptions of Academic Stress Scale
Main Article Content
Abstract
For many young Brazilian graduates, higher education is a time of enormous change, challenges and new situations. The present study aimed to translate, adapt and verify the content validity of the Perceptions of Academic Stress (PAS) Scale, whose purpose is to measure the perception of university students about academic stress and its sources. The study took place through four stages, including the translation and back-translation of the instrument, evaluation by a committee of experts and semantic analysis. The translation and back-translation process yielded satisfactory results, with a Coefficient of Content Validity Coefficient (CCV) of 0.92 and strong agreement between experts (Kappa = 0.72). Thus, the translation, adaptation and content validatity of PAS Scale for Brazil has provided an instrument with sufficient psychometric parameters, which may assist in the creation of actions that improve the quality of life of students.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content.
References
Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health Psychology Open, 2(2), 1-9. doi: 10.1177/2055102915596714
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: a primer. Frontiers in public health, 6(149), 1-18. doi: 10.3389/fpubh.2018.00149
DeVellis, R. F. (2016). Scale development: theory and applications (4ª Ed.). Newbury Park: Sage Publications.
Fisher, P. J., & Pidgeon, A. M. (2018). Self-compassion, perceived academic stress, depression and anxiety symptomology among Australian university students. International Journal of Psychology and Cognitive Science, 4(4), 130-143.
Hernández-Nieto, R. A. (2002). Contributions to statistical analysis. Mérida: Universidade de Los Andes.
Hill, M. R., Goicochea, S., & Merlo, L. J. (2018). In their own words: stressors facing medical students in the millennial generation. Medical Education Online, 23(1), 619-625. doi: 10.1080/10872981.2018.1530558
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. (2016). Sinopse estatística da educação superior 2015. Brasília: Inep. Recuperado de http://portal.inep.gov.br/basica-censo-escolar-sinopse-sinopse
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. (2017). Sinopse estatística da educação superior 2016. Brasília: Inep. Recuperado de http://portal.inep.gov.br/basica-censo-escolar-sinopse-sinopse
James, C. (2017). Academic stress in student-athletes. (Thesis for Master of Science in Kinesiology) – University of North Texas, North Texas, USA.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174.
Lovallo, W. R. (2016). Stress and health: Biological and psychological interactions (3ª Ed.). Thousand Oaks: Sage Publications.
Lyon, B. L. (2012). Stress, coping, and health: a conceptual overview. In: V. H. Rice (Ed.), Handbook of stress, coping, and health: implications for nursing research, theory, and practice. (pp. 2-19). Thousand Oaks: Sage Publications.
Maltoni, J., Lisboa, C. S. M., Matos, M. G., Teodoro, M. L. M., & Neufeld, C. B. (2019). Adaptação cultural do Protocolo Health Behaviour in Schoolaged Children para a realidade brasileira. Psicologia: Teoria e Prática, 21(3), 61-76. doi: 10.5935/1980-6906/psicologia.v21n3p77-92
Matos, D. A. S. (2014). Confiabilidade e concordância entre juízes: aplicações na área educacional. Estudos em Avaliação Educacional, 25(59), 298-324. doi: 10.18222/eae255920142750
Morgado, F. F. R., Meireles, J. F. F., Neves, C. M., Amaral, A. C. S., & Ferreira, M. E. C. (2017). Scale development: ten main limitations and recommendations to improve future research practices. Psicol. Reflex. Crit., 30(3), 1-20. doi: 10.1186/s41155-016-0057-1
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112. doi: 10.1080/02673843.2019.1596823
Pasquali, L. (2010). Instrumentação psicológica: fundamentos e prática. Porto Alegre: Editora Artmed.
Sharma, S. (2018). Perceived Academic Stress among Students. Research Review International Journal of Multidisciplinary, 3(8), 421–425. doi: 10.2478/jesr-2019-0013
Weglicki, L. S., & Awad, N. F. (2012). Stress and behavior: coping via information technology. In: V. H. Rice (Ed.), Handbook of stress, coping, and health: implications for nursing research, theory, and practice. (pp. 155-178). Thousand Oaks: Sage Publications.