Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version
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 (<i>n</i><sub>female</sub> = 328, <i>n<...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-11-01
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| Series: | Journal of Personalized Medicine |
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| Online Access: | https://www.mdpi.com/2075-4426/11/11/1208 |
| _version_ | 1797509689692389376 |
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| author | Mojtaba Habibi Asgarabad Morteza Charkhabi Zahra Fadaei Julien S. Baker Frederic Dutheil |
| author_facet | Mojtaba Habibi Asgarabad Morteza Charkhabi Zahra Fadaei Julien S. Baker Frederic Dutheil |
| author_sort | Mojtaba Habibi Asgarabad |
| collection | DOAJ |
| description | 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 (<i>n</i><sub>female</sub> = 328, <i>n</i><sub>male</sub> = 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. |
| first_indexed | 2024-03-10T05:21:18Z |
| format | Article |
| id | doaj.art-01065dba439643798584ce6c8abc9367 |
| institution | Directory Open Access Journal |
| issn | 2075-4426 |
| language | English |
| last_indexed | 2024-03-10T05:21:18Z |
| publishDate | 2021-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Journal of Personalized Medicine |
| spelling | doaj.art-01065dba439643798584ce6c8abc93672023-11-22T23:59:30ZengMDPI AGJournal of Personalized Medicine2075-44262021-11-011111120810.3390/jpm11111208Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian VersionMojtaba Habibi Asgarabad0Morteza Charkhabi1Zahra Fadaei2Julien S. Baker3Frederic Dutheil4Health Promotion Research Centre, Iran University of Medical Sciences, Tehran 1445613111, IranCenter of Excellence in Cognitive Neuropsychology, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran 1983963113, IranHealth Promotion Research Centre, Iran University of Medical Sciences, Tehran 1445613111, IranCenter for Health and Exercise Science Research, Hong Kong Baptist University, Kowloon Tong 999077, Hong KongCNRS, LaPSCo, Physiological and Psychosocial Stress, CHU Clermont-Ferrand, University Hospital of Clermont-Ferrand, Preventive and Occupational Medicine, WittyFit, Université Clermont Auvergne, F-63000 Clermont-Ferrand, FranceThis 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 (<i>n</i><sub>female</sub> = 328, <i>n</i><sub>male</sub> = 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.https://www.mdpi.com/2075-4426/11/11/1208academic expectationacademic stressvalidityreliabilitygifted and non-gifted students |
| spellingShingle | Mojtaba Habibi Asgarabad Morteza Charkhabi Zahra Fadaei Julien S. Baker Frederic Dutheil Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version Journal of Personalized Medicine academic expectation academic stress validity reliability gifted and non-gifted students |
| title | Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version |
| title_full | Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version |
| title_fullStr | Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version |
| title_full_unstemmed | Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version |
| title_short | Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version |
| title_sort | academic expectations of stress inventory a psychometric evaluation of validity and reliability of the persian version |
| topic | academic expectation academic stress validity reliability gifted and non-gifted students |
| url | https://www.mdpi.com/2075-4426/11/11/1208 |
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