Factor structure of the academic expectations stress inventory

Subject Areas : روان درمانگری

Omid  Shokri ¹ (PhD Candidate Teacher Training University)
Ahmad  BehPajouh ² (PhD Tehran University)
Zohreh  Daneshvar Pour ³ (M. A. In General Psychology)
Mohammad  Molaei ⁴ (M. A. In General Psychology)
Zahra  Naghsh ⁵ (M. A. in Educational Research)
Reza  A. Tarkhan ⁶ (M. A. in Educational Research)
Fahimeh  Kehtari ⁷ (M. A. in Psychology of Exceptional Children)

Received: 2015-06-05 Accepted : 2015-06-05 Published : 2008-06-21

Keywords: Exploratory Factor Analysis, academic expectations stress inventory, factorial structure, confirmatory factor analysis,

Abstract :

In order to evaluate the factor structure and psychometric properties of the Academic Expectations Stress Inventory (AESI, Ang and Huan, 2006), 143 male and 182 female high school students were administered the AESI and the Brief Fear of Negative Evaluation Scale (FNES-B, Leary, 1983). Exploratory factor analysis confirmed the two factor-structure of the AESI in the Iranian sample: Expectations of Parents/Teachers and Expectations of Self. The findings of confirmatory factor analysis provided support for the factor structure derived from exploratory factor analysis and suggested that the two-factor model of AESI, compared to the one-factor model, was a better fit to the data. Significant positive correlations between the scores of BFNES scale and AESI's total and subscales scores provided empirical support for the convergent validity of the AESI. Internal consistency of the AESI total score and its subscales was good. The findings support the consistency of the AESI factor structure, and its validity in measuring stress of academic expectations in Iranian students.