Cross-Cultural Invariance of the Academic Expectations Stress Inventory: Adolescent Samples from Canada and Singapore

Autor/inn/en	Ang, Rebecca P.; Klassen, Robert M.; Chong, Wan Har; Huan, Vivien S.; Wong, Isabella Y. F.; Yeo, Lay See; Krawchuk, Lindsey L.
Titel	Cross-Cultural Invariance of the Academic Expectations Stress Inventory: Adolescent Samples from Canada and Singapore
Quelle	In: Journal of Adolescence, 32 (2009) 5, S.1225-1237 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2009.01.009
Schlagwörter	Validity; Factor Structure; Adolescents; Factor Analysis; Foreign Countries; Stress Variables; Academic Achievement; Measures (Individuals); Academic Aspiration; Cross Cultural Studies; Canada; Singapore + Suchen Sie Ihr Suchwort? Gültigkeit; Faktorenstruktur; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Faktorenanalyse; Ausland; Schulleistung; Messdaten; Cultural comparison; Kulturvergleich; Kanada; Singapur
Abstract	We provide further evidence for the two-factor structure of the 9-item Academic Expectations Stress Inventory (AESI) using confirmatory factor analysis on a sample of 289 Canadian adolescents and 310 Singaporean adolescents. Examination of measurement invariance tests the assumption that the model underlying a set of scores is directly comparable across groups. This study also examined the cross-cultural validity of the AESI using multigroup confirmatory factor analysis across both the Canadian and Singaporean adolescent samples. The results suggested cross-cultural invariance of form, factor loadings, and factor variances and covariances of the AESI across both samples. Evidence of AESI's convergent and discriminant validity was also reported. Findings from t-tests revealed that Singaporean adolescents reported a significantly higher level of academic stress arising from self expectations, other expectations, and overall academic stress, compared to Canadian adolescents. Also, a larger cross-cultural effect was associated with academic stress arising from other expectations compared with academic stress arising from self expectations. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10