An Academic Stress Scale: Identification and Rated Importance of Academic Stressors

Abstract

The purpose of this study was to identify events which elicit academic stress, determine the relative magnitude of each item, and develop an academic stress scale for college students. A convenient sample of 202 college students was used to generate the 35 stressors while one of 498 students was utilized to assess the stressfulness of each item on a scale of 1 to 1000. The data indicated that final grades, excessive homework, term papers, examinations, and studying for examinations were the most significant stressors encountered by the students. Although ratings appeared to be similar for all demographic subgroups, pooled variance t tests indicated 13 significant mean differences within the composite instrument. Religion and ethnicity were the areas of greatest difference, with Buddhists and Arabs differing from all other religions and races, respectively. Reliability for the composite instrument, as measured by Cronbach's alpha, was .92 and .86 via the split-half method. Results can be used to enhance students' educational experience, tailor counselling programs, and modify the educational facilities and structures. The data reestablish the need for proper educational methodology.