TY - JOUR
T1 - Academic Expectations of Stress Inventory
T2 - A Psychometric Evaluation of Validity and Reliability of the Persian Version
AU - Asgarabad, Mojtaba Habibi
AU - Charkhabi, Morteza
AU - Fadaei, Zahra
AU - Baker, Julien S.
AU - Dutheil, Frederic
N1 - Funding information:
This research received no external funding. The APC was covered by the CHU Clermont-Ferrand.
Publisher copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2021/11/16
Y1 - 2021/11/16
N2 - This study aims to evaluate the psychometric properties of the Academic Expectations of Stress Inventory (AESI) in terms of validity and reliability measurements among Persian students. A total sample of 620 high-school students (nfemale = 328, nmale = 292) was recruited to complete scales on academic expectations of stress, self-efficacy, and depression. The AESI was translated from English to Persian and its translation was further checked by three experts. We used a cross-sectional research design to collect data. The results approved the internal consistency, test–retest reliability, convergent, and construct validity of the ASEI. Additionally, confirmatory factor analysis confirmed the two-factor structure of the AESI, including the expectation of self and the expectations of parents/teachers. AESI was related to depression and self-efficacy in an empirically and theoretically expected direction. Moreover, configural and metric invariance were supported by gifted vs. non-gifted groups, but not scalar. No invariance was supported by gender groups. In conclusion, the psychometric properties of the Persian version of the AESI were confirmed to be used for educational, clinical, and research purposes in Iran.
AB - This study aims to evaluate the psychometric properties of the Academic Expectations of Stress Inventory (AESI) in terms of validity and reliability measurements among Persian students. A total sample of 620 high-school students (nfemale = 328, nmale = 292) was recruited to complete scales on academic expectations of stress, self-efficacy, and depression. The AESI was translated from English to Persian and its translation was further checked by three experts. We used a cross-sectional research design to collect data. The results approved the internal consistency, test–retest reliability, convergent, and construct validity of the ASEI. Additionally, confirmatory factor analysis confirmed the two-factor structure of the AESI, including the expectation of self and the expectations of parents/teachers. AESI was related to depression and self-efficacy in an empirically and theoretically expected direction. Moreover, configural and metric invariance were supported by gifted vs. non-gifted groups, but not scalar. No invariance was supported by gender groups. In conclusion, the psychometric properties of the Persian version of the AESI were confirmed to be used for educational, clinical, and research purposes in Iran.
KW - academic expectation
KW - academic stress
KW - validity
KW - reliability
KW - gifted and non-gifted students
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119662049&doi=10.3390%2fjpm11111208&partnerID=40&md5=b2d4805c704eb6a40b986da6cd2ac92c
U2 - 10.3390/jpm11111208
DO - 10.3390/jpm11111208
M3 - Journal article
SN - 2075-4426
VL - 11
JO - Journal of Personalized Medicine
JF - Journal of Personalized Medicine
IS - 11
M1 - 1208
ER -