Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version

Mojtaba Habibi Asgarabad, Morteza Charkhabi*, Zahra Fadaei*, Julien S. Baker, Frederic Dutheil

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

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.
Original languageEnglish
Article number1208
JournalJournal of Personalized Medicine
Volume11
Issue number11
DOIs
Publication statusPublished - 16 Nov 2021

User-Defined Keywords

  • academic expectation
  • academic stress
  • validity
  • reliability
  • gifted and non-gifted students

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