Development and Initial Validation of the Student Rating of Environmental Stressors Scale (StRESS): Stressors Faced by Students in Accelerated High School Curricula

Autor/inn/en	Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John
Titel	Development and Initial Validation of the Student Rating of Environmental Stressors Scale (StRESS): Stressors Faced by Students in Accelerated High School Curricula
Quelle	(2015), (36 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rating Scales; Test Construction; Test Validity; High School Students; Acceleration (Education); Secondary School Curriculum; Advanced Placement Programs; Item Analysis; Factor Analysis; Factor Structure; Test Reliability; Construct Validity; Interviews; Focus Groups; Grade Point Average; Attendance; Mental Health; Life Satisfaction; Anxiety; Stress Variables; Florida + Suchen Sie Ihr Suchwort? Rating-Skala; Testaufbau; Testvalidität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Acceleration; Beschleunigung; Itemanalyse; Faktorenanalyse; Faktorenstruktur; Testreliabilität; Interviewing; Interviewtechnik; Anwesenheit; Psychohygiene; Lebensvollendung; Angst
Abstract	High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS in parallel with a new measure of coping designed for this same population (Suldo, Dedrick, Shaunessy-Dedrick, Fefer, & Ferron, in press). Items were derived from sentiments expressed during focus groups and individual interviews with 177 students, 72 parents, and 47 teachers. Multiple iterations of expert review and item analyses focusing on conceptual clarity and comprehensiveness resulted in 75 items reflecting stressors across domains, including school, home, and peers. High school students in AP or IB (N = 727) completed the 75-item inventory. Exploratory factor analyses and additional item review indicated a five-factor solution with 32 items. Cronbach alpha reliabilities ranged from 0.67 to 0.88. Five additional items representing a composite of Major Life Events also were included. The five factors and Major Life Events composite had test-retest reliabilities greater than 0.70. These scores were related to multiple conceptualizations of stress, as well as academic outcomes (GPA and attendance) and mental health (life satisfaction and anxiety), thus supporting the construct validity of the StRESS scores. Further support for the five-factor structure of the StRESS was provided by results of a confirmatory factor analysis (standardized root mean square residual = 0.051, root mean square error of approximation =0.048, comparative fit index = 0.900) with a separate sample of 2,193 AP and IB students. [This article is published in the "Journal of Psychoeducational Assessment" v33 n4 p339-356 2015 (EJ1063628).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01