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

Indah Dwi Cahya Izzati, Fatwa Tentama, Hadi Suyono

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:

Hit counter


Keywords


academic stress, biological, psychosocial cognition, psychosocial emotion, psychosocial behavior

Full Text:

PDF

References


Abdillah, W., & Hartono, J. (2015). Partial Least Square (PLS): Alternative Structural Equation Modeling (SEM) in Business Research. Yogyakarta: Andi.

Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana. Educational Research and Reviews, 4(2), 63-70.

Asiamah, D. K. (2013). Examining the effects of parenting styles on academic performance of Senior High School students in the Ejisu-Juaben Municipality (Doctoral dissertation). Ashanti Region.

Ariani, P., Suryani, S., & Hernawaty, T. (2018). Relationship between academic stress, family and peer attachment with internet addiction in adolescents. Jurnal Keperawatan Padjadjaran, 6(3).

Baumel. (2000). Academic learning stress (In Indonesian). Jakarta: Gramedia Widiasarana Indonesia.

Bartlett, D. (1998). Stress: Perspectives and processes. Philadelphia, USA: Open University Press.

Bursary, A. O. (2011). Validation of student academic stress scale (SASS). European Journal of Social Sciences, 21(1), 94-105.

Brand, H. S., & Schoonheim-Klein, M. (2009). Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education. European Journal of Dental Education, 13(3), 147-153.

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, 1(2), 1-9.

Chambel, M. J., & Curral, L. (2005). Stress in academic life: Work characteristics as predictors of student well‐being and performance. Applied Psychology, 54(1), 135–147.

Chiu, S. I. (2014). The relationship between life stress and smartphone addiction on Taiwanese university student: A mediation model of learning self-efficacy and social self-efficacy. Computers in Human Behavior, 34, 49-57.

Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: The case for nature and nurture. American psychologist, 55(2), 218.-232.

Das, P. P. P., & Sahoo, R. (2012). Stress and depression among post-graduate students. International Journal of Scientific and Research Publication, 2(7), 1-5.

Desmita. (2011). Developmental psychology of students (In Indonesian). Bandung : PT Remaja Rosdakarya.

Gadzella, B. M. (1991). Student-Life Stress Inventory.

Glozah, F. N. (2013). Effects of academic stress and perceived social support on the psychological wellbeing of adolescents in Ghana. Open Journal of Medical Psychology 2(4), 143-150

Goliszek, A. (2005). Stress management: 60 Second (In Indonesian). Jakarta: Bhuana Ilmu Populer.

Ghozali, I., & Latan, H. (2012). Partial Least Square: Concepts, Techniques and Applications of Smart PLS 2.0 (In Indonesian). Semarang: Diponegoro University Publisher Agency.

Gupta, K., & Khan, B. N. (1987). Anxiety level as factor in concept formation. Journal of Psychological Researches, 31(3), 187-192.

Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Los Angles: Sage publications.

Hamrat, N., Hidayat, D. R., & Sumantri, M. S. (2019). The impact of academic stress and cyberloafing on smartphone addiction (In Indonesian). EDUCATIO: Jurnal Pendidikan Indonesia 5 (1), 13-19 |

Hinkle, L. E. (1974). The concept of stress in the biological and social sciences. The International Journal of Psychiatry in Medicine, 5(4), 335-357.

Hong, Y. (2002). Internet in a dilemma. Seoul: Good Information.

Iftayani, I., & Nurhidayati, N. (2016). Self concept, self esteem and school system: The study of comparation between fullday school and halfday school in Purworejo (In Indonesian). Guidena: Journal of Educational Sciences, Psychology, Guidance and Counseling, 6(1), 53-60.

Jayanthi, P., Thirunavukarasu, M., & Rajkumar, R. (2015). Academic stress and depression among adolescents: A cross-sectional study. Indian pediatrics, 52(3), 217-219.

Jun, S., & Choi, E. (2015). Academic stress and Internet addiction from general strain theory framework. Computers in Human Behavior, 49, 282-28.

Jogiyanto, H. M. (2011). The concept and application of variance-based structural equation modeling in business research (In Indonesian). Yogyakarta: UPP STIM YKPN.

Jovanović, J., Lazaridis, K., & Stefanović, V. (2006). Theoretical approaches to problem of occupational stress. Acta facultative medicae Naissensis, 23(3), 163-169.

Jenaabadi, H., Nastiezaie, N., & Safarzaie, H. (2017). The relationship of academic burnout and academic stress with academic self-efficacy among graduate students. The NEW Educational Review, 65-76.

Kadapatti, M. G., & Vijayalaxmi, A. H. M. (2012). Stressors of academic stress-a study on pre-university students. Indian Journal of Scientific Research, 3(1), 171-175.

Kadivar, P., Kavousian, J., Arabzadeh, M., & Nikdel, F. (2011). Survey on relationship between goal orientation and learning strategies with academic stress in university students. Procedia-social and behavioral sciences, 30, 453-456.

Karuniawan, A., & Cahyanti, I. Y. (2013). The relationship between academic stress and smartphone addiction on smartphone users (In Indonesian). Jurnal Psikologi Klinis dan Kesehatan Mental, 2(1), 16-21.

Khan, A., Hamdan, A. R., Ahmad, R., Mustaffa, M. S., & Mahalle, S. (2016). Problem-solving coping and social support as mediators of academic stress and suicidal ideation among Malaysian and Indian adolescents. Community mental health journal, 52(2), 245-250.

Kiani, Z. S., Latif, R., Bibi, A., Rashid, S., & Tariq, A. (2011). Effect of academic stress on the mental health among college and university students. MDSRC-2017 Proceedings, 27-28.

Kupriyanov, R., & Zhdanov, R. (2014). The eustress concept: Problems and out looks. World Journal of Medical Sciences, 11(2), 179-185. doi: 10.5829/idosi.wjms. 2014.11.2.8433.

Lavoie, J., & Pychyl, T. A. (2001). Cyber-slacking and the procrastination superhighway: A web-based survey of online procrastination, attitudes, and emotion. Social Science Computer Review, 19, 431–444.

Lavoie, J. A., & Pychyl, T. A. (2001). Cyberslacking and the procrastination superhighway: A web-based survey of online procrastination, attitudes, and emotion. Social Science Computer Review, 19(4), 431-444.

Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual review of psychology, 44, 1-21.

Lin, S. H., & Huang, Y. C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77-90. doi: 10.1177/1469787413514651

Liu, Y., & Lu, Z. (2012). Chinese high school students' academic stress and depressive symptoms: gender and school climate as moderators. Stress and Health, 28(4), 340-346.

Lyon, B. L. (2012). Stress, coping, and health. In Rice, H. V. (Eds.) Handbook of stress, coping and health: Implications for nursing research, theory, and practice. USA: Sage Publication, Inc.

Masud, H., Ahmad, M. S., Jan, F. A., & Jamil, A. (2016). Relationship between parenting styles and academic performance of adolescents: Mediating role of self-efficacy. Asia Pacific Education Review, 17(1), 121-131.

Pan, A., Liao, L., Li, Q., & Qin, L. (2016). Peer support in improving self-efficacy of rural patients with type 2 diabetes and the application of drugs to reduce the pain from diabetes. Open Journal of Endocrine and Metabolic Diseases, 6(04), 135.

Rafidah, K., Azizah, A., Norzaidi, M. D., Chong, S. C., Salwani, M. I., & Noraini, (2009). Stress and academic performance: Empirical evidence from university students. Academy of Educational Leadership Journal, 13(1), 37-51.

Samaha, M., & Hawi, N. S. (2016). Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Computers in Human Behavior, 57, 321-325.

Santrock. (2007). Life-span development. Jakarta: Erlangga.

Sarafino, E. P. & Smith, T. W. (2014). Health psycholology: Biopsychosocial interactions. USA: John Wiley & Sons.

Stankovska, G., Dimitrovski, D., Angelkoska, S., Ibraimi, Z., & Uka, V. (2018). Emotional Intelligence, Test Anxiety and Academic Stress among University Students. Bulgarian Comparative Education Society.

Sim, H. S., & Moon, W. H. (2015). Relationships between self-efficacy, stress, depression and adjustment of college students. Indian Journal of Science and Technology, 8(35).

Suh, J., & Yoo, A. (2001). Adolescent friendships: Differences in function, structure, and satisfaction by Internet and real life variables. Korean Journal of Child Studies, 22, 149–166.

Suh, S. U., & Lee, Y. H. (2007). The relationships between daily hassles, social support, absorption trait and internet addiction. Korean Journal of Clinical Psychology, 26, 391–405.

Talib, N., & Zia-ur-Rehman, M. (2012). Academic performance and perceived stress among university students. Educational Research and Reviews, 7(5), 127-132.

Thomas, D. (2016). Cellphone addiction and academic stress among university students in Thailand. In International Forum, 19(2,), 80-96.

Utami, S. D. (2015). The relationship between self-efficacy and academic stress in class XI students at MAN 3 Yogyakarta (In Indonesian). Junal Riset Mahasiswa Bimbingan dan Konseling, 4(6).1-13.

Velezmoro, R., Lacefifield, K., & Roberti, J. W. (2010). Perceived stress, sensation seeking, and college students’ abuse of the Internet. Computers in Human Behavior, 26, 1526–1530.

Watson, J. C., & Watson, A. A. (2016). Coping self-efficacy and academic stress among hispanic first-year college students: The moderating role of emotional intelligence. Journal of College Counseling, 19(3), 218-230.

Waqas, A., Khan, S., Sharif, W., Khalid, U., & Ali, A. (2014). Association of academic stress with sleeping difficulties in medical students of a Pakistani medical school: A cross sectional survey. PeerJ, 2-11.

Weidner, G., Kohlmann, C. W., Dotzauer, E., & Burns, L. R. (1996). The effects of academic stress on health behaviors in young adults. Anxiety, stress, and coping, 9(2), 123-133.

Wisantyo, N. (2010). Stree In SEMARANG 3ND Private Vocational School Students FROM Academic Self Efficacy And Class Type (In Indonesian) (Doctoral dissertation). Semarang: Universitas Diponegoro.

You, J. W. (2018). Testing the three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning among Korean college students. Higher Education, 76(5), 921-935.

Yoo, B., Donthu, N., & Lee, S. (2000). An examination of selected marketing mix elements and brand equity. Journal of the academy of marketing science, 28(2), 195-211.




DOI: http://dx.doi.org/10.46827/ejes.v7i7.3161

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Indah Dwi Cahya Izzati, Fatwa Tentama, Hadi Suyono

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).