A Cross-National Validation of the Academic Expectations Stress Inventory with Chinese and Korean High School Students

Autor/inn/en	Zhang, Xiaozhou; Tze, Virginia M. C.; Buhr, Erin; Klassen, Robert M.; Daniels, Lia M.
Titel	A Cross-National Validation of the Academic Expectations Stress Inventory with Chinese and Korean High School Students
Quelle	In: Journal of Psychoeducational Assessment, 34 (2016) 3, S.289-295 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282915599460
Schlagwörter	Foreign Countries; High School Students; Adolescents; Measures (Individuals); Evidence; Factor Structure; Factor Analysis; Test Validity; Test Reliability; Statistical Analysis; Expectation; Scores; Gender Differences; Comparative Education; Depression (Psychology); Self Evaluation (Individuals); Rating Scales; Questionnaires; Burnout; Student Surveys; Maximum Likelihood Statistics; Discriminant Analysis; Correlation; Stress Variables; Psychometrics; China; South Korea; Maslach Burnout Inventory; Zung Self Rating Depression Scale + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Messdaten; Evidenz; Faktorenstruktur; Faktorenanalyse; Testvalidität; Testreliabilität; Statistische Analyse; Expectancy; Erwartung; Geschlechterkonflikt; Vergleichende Erziehungswissenschaft; Rating-Skala; Fragebogen; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Schülerbefragung; Diskriminanzanalyse; Korrelation; Psychometry; Psychometrie; Korea; Republik
Abstract	The current study provided evidence for the factor structure of the Academic Expectation Stress Inventory (AESI) in a sample of 213 Mainland Chinese and 184 South Korean high school students. We examined cross-national invariance of the AESI using multiple-group confirmatory factor analysis across two Asian cultural samples. Results suggested a unidimension rather than two-factor structure (self and teachers/parents) in both settings. Results also showed evidence of reliability, convergent validity (significant correlations with depression, emotional exhaustion, and cynicism), and divergent validity (nonsignificant correlations with amotivation and efficacy reduction). ANCOVA results indicated that perceived overall academic expectation stress was significantly higher among Mainland Chinese students than for their South Korean counterparts. Furthermore, there were no differences between males and females for the Korean adolescents while females reported higher expectation scores than males in the Chinese adolescent sample. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01