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 (nfemale = 328, n<...

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Autores principales:	Mojtaba Habibi Asgarabad, Morteza Charkhabi, Zahra Fadaei, Julien S. Baker, Frederic Dutheil
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	academic expectation academic stress validity reliability gifted and non-gifted students Medicine R
Acceso en línea:	https://doaj.org/article/01065dba439643798584ce6c8abc9367
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spelling	oai:doaj.org-article:01065dba439643798584ce6c8abc93672021-11-25T18:08:00ZAcademic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version10.3390/jpm111112082075-4426https://doaj.org/article/01065dba439643798584ce6c8abc93672021-11-01T00:00:00Zhttps://www.mdpi.com/2075-4426/11/11/1208https://doaj.org/toc/2075-4426This 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.Mojtaba Habibi AsgarabadMorteza CharkhabiZahra FadaeiJulien S. BakerFrederic DutheilMDPI AGarticleacademic expectationacademic stressvalidityreliabilitygifted and non-gifted studentsMedicineRENJournal of Personalized Medicine, Vol 11, Iss 1208, p 1208 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic expectation academic stress validity reliability gifted and non-gifted students Medicine R
spellingShingle	academic expectation academic stress validity reliability gifted and non-gifted students Medicine R 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
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.
format	article
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
title	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_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_sort	academic expectations of stress inventory: a psychometric evaluation of validity and reliability of the persian version
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/01065dba439643798584ce6c8abc9367
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Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version

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