The invariance of factorial structure of the academic expectations stress inventory in gifted and nongifted students

Subject Areas : روان درمانگری

Mona  Malekian Jabali ¹ (BA in Psychology)
Omid  Shokri ² (PhD Shahid Beheshti University)

Received: 2015-06-02 Accepted : 2015-06-02 Published : 2012-03-20

Keywords: invariance of factorial structure, academic expectations stress inventory, gifted and non-gifted students, multi-group confirmatory factor analysis,

Abstract :

In order to test the invariance of factorial structure of the Academic Expectations Stress Inventory (AESI; Ang & Huan, 2006), 680 high school students (355 gifted, 325 non-gifted) completed the AESI. Multi-group confirmatory factor analysis was used to examine the cross-group validity or invariance of factorial structure of AESI in gifted and non-gifted students. The results of single-group confirmatory factor analysis indicated that the two-factor model of AESI (academic stress arising from self-expectations factor and academic stress arising from parents/teachers expectations factor) fit well to the data across two groups. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the AESI across gifted and non-gifted adolescents. The findings emphasizing the group invariance of factorial structure of AESI in gifted and non-gifted students suggested that it measured the same construct in these two groups.