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Analysis of the Student-life Stress Inventory, SSI-R,with 601 students showed that the
inventory was a reliable and valid instrument for measuring students' Stressors and
reactions to Stressors. The SSI-R has 53 items grouped under nine categories and two
sections {Stressors and Reactions to Stressors). The internal consistency for the total
SSI-R was .93 and test-retest reliability coefficients ranged from .46 to .76. Significant
differences were found among the three stress level groups on all categories and total
stress score. Confirmatory factor analysis showed that variables contdbuted to their
respective latent variables. Scores on the SSl-R categories correlated positively with
scores on the Test Anxiety. State-Trait Anxiety, and Beck Depression Inventory scores,
respectively. Other studies should be conducted to determine if there are differences
between participants who score mild versus severe stress on various activities and
learning processes.
At one time or another, everyone experi- is experiencing it, to understand what effects
ences some stress. Stress may be a different it has, and know how to cope and/or reduce
kind of and/or at different levels. Selye ( 1974) the stressful experiences.
defined stress as the non-specific response of Theorists point out that the effects of
the body to demands made on it. He described stress are not entirely negative. Seligman
stress as distress and eustress. The distress and Csikszentmihalyi (2000), stated that
has negative effects but eustress has positive researchers had devoted too much time to the
effects on humans. Some researchers refer weaknesses and harmful effects of stress and
to Stressors as hassles (Lazarus & FoUonan, had neglected to explore the effects of stress
(1984) or mild and severe (Gadzella, 1991). which can make life worth living. Folkman
The mild stress would be equivalent to Selye's and Mosknvitz (2000) also drew attention to
eustress and the severe stress to his distress. the favorable outcomes of stressful experi-
The study of stress, its effects, and how ences. Other researchers (e .g. ,Tedescki, Park,
to cope with it, is of concern to psychologists, & Galhoun, 1998) felt that stress may promote
counselors, educators, students, and common personal growth, assist people in developing
people in general. To combat stress, it is im- new skills, reevaluate priorities, and acquire
portant to first recognize and admit that one new strengths. Sutherland (2000) summed it
up indicating that most people would prefer
Bemadette M. Gadzella, Ph.D., Professor some stimulation (caused by stress) rather
Emeritus, Department of Psychology, Counseling, than live a boring stress-free existence. Stated
and Special Education, Texas A&M University- differently, stressful situations may lead to
Commerce. Mustafa Baloglu, Ph.D., Professor & personal changes which might be beneficial
Dean, Faculty of Education, Gaziosmanpasa Uni- to individuals. That is, it can improve one's
versity, Tokat,Turkey. William G. Masten, Ph.D., coping skills and enable one to learn from
Associate Professor, Department of Psychology, one's mistakes (Galhoun &Tedescki, 2001).
Counseling, and Special Education, Texas A&M This type of stress may be referred to as mild
University-Commerce. Qingwei Wang, Ph.D., or eustress as described by Selye (1974).
Adjunct Professor, Department of Psychology,
Counseling, and Special Education. Over the years, researchers (Holmes
Correspondence concerning this árdele & Rahe, 1967; Scheier & Garver, 1985)
should be addressed to Dr. William G. Masten at developed questionnaires to assist people in
William masten@hotmail.com. understanding their stressful experiences.
82
Life Stress Inventory Revised. . / 83
participated in the study. Students responded they could be transferred onto EQS. Several
to the inventories during their class periods. analyses were computed such as the reliability
Two main software programs were used ofthe SSTR (alphas and test-retest), current
to analyze the data: Statistical Package for validity, confirmatory factor analyses, and
Social Sciences (SPSS) 10.0 (SPSS, Inc., correlations of its scores with the Test Anxiety
1998) and Equations 5.5 (EQS ; Bentler, 1992; Inventory,State-Trait Anxiety Inventory, and
1995;Bentler&Wu, 1993).Data were coded Beck Depression Inventory, respectively.
onto SPSS 10.0 database and arranged so that
Table 1
Intemal Consistencies (Alphas) for the Student-life Stress Inventory-Revised (SSI-R) by
Subscales and the Total Scale Score for Cender and Total Groups
Coefficient Alpha
Group
SSI-R Categories Men Women Total
(«=171) (n = 423) {n ^ 594)
Table 2
Test-Retest Correlations for Two Responses to SSI-R (n = 460)
Stressors Category r
Frustrations .76**
Conflicts .42*
Pressures .64**
Changes .65**
Self-imposed .67**
Physiological .77*
Emotional .71*
Behavioral .70**
Cognitive Appraisal .59*
Total .61*
*p< .05. **p< .01
Life Stress inventory Revised.. / 85
Table 3
Means, Standard Deviations, and F-ratios for Groups (Mild n = 154, Moderate n =
334, and Severe n = 113) on the Ratings of Their Stressors and Reactions to Stressors
F (2,598)
Group M SD
Table 4
Means, Standard Deviations, and Interrelationships among'the
Total and Subscale Scores of the SSI-R
1 2 3 4 5 6 7 8 9
Stressors .77* .66* .72* .71* .56* .57* .63* .54* .03
1. Frustrations
2. Conflicts .46*
3. Pressure .37* .38*
4. Changes .52* .33* .44*
5.Self-imposed .25* .23* .44* .28*
Reactions to
.50* .37* .51* .54* .66* .90* .78* .77* .25*
Stressors
6. Physiological .41* .31* .47* .46* .38*
7. Emotional .46* .37* .46* .51* .41* .57*
8. Behavioral .45* .35* .39* 44* .27* .51* .61*
9. Cognitive .04* -.05 -.01 .09** .04 .09** .10** -.15*
Total .67* .54* .65* .67* .63* .84* .78* .74* .18*
Mean 18.0 10.92 15.59 8.59 21.84 34.08 12.74 18.11 8.43
Standard 4.36 2.95 2.91 2.82 4.02 10.09 3.95 5.31 2.62
Deviation
* p < . 0 1 ; * * p < .05
Table 5
Goodness-of-Fit Summaries for the Confirmatory Factor Analysis Model
Model
Fit Indices (n = 559)
GFI - Goodness-of-Fit Index greater than .90 indicates adequate fit (Bentler & Bonett,
1980)
AGFI = Adjusted Goodness-of-Fit Index greater than .90 indicates adequate fit
(Bentler & Bonett, 1980)
RMSEA = Root Mean Square Error Approximation less than .10 indicates adequate fit
(Bentler & Bonett, 1980).
88/ Journal of Instructional Psychology, Vol. 39, No. 2
Frustrations
= ,74 (10,49)
E-,84(6.13) Conflicts
E-,87(6.I9)
Self-imposed
E - 1,00(6,77)
—* Cognitive
ries. Scores in Cognitive Appraisal and Test (worry, r = -.20, State Anxiety (r = -.29p <
Anxiety, (worry). Test Anxiety (Emotional) .01) and Beck Depression Inventories, (r -
and Total Test Anxiety), respectively, did not -.15 p < .05); respectively.
correlate positively with scores in the Cogni-
tive Appraisal. Data (Table 6) show the high- Conclusion and Discussion
est correlation {r- .55 p< .01) was between The present study analyzed the psycho-
Physiological and Trait Anxiety scores and metric properties of the SSI-R. Data showed
the lowest {r- .I5p< .05) between Conflicts the inventory is a reliable and valid instrument
and Test Anxiety Emotional scores. Course measuring students' Stressors and reactions
grades correlated negatively with Test Anxiety to Stressors. The internal consistency for the
Life Stress Inventory Revised. . / 89
Table 6
Correlations between SSI-R and other Inventory Scores
*p<.05. **p<.Ol
Note.- TAW= Test Anxiety ( Worry), TAE= Test Anxiety Emotional, TAT=2b/a/ Test Anxiety
STA= State Anxiety, TR= Trait Anxiety, BDI= Beck Depression Inventory
Total SSTR was .93 and test-retest correla- who score mild versus severe stress on various
tions showed significant correlations on all activities and leaming processes. In the pres-
categories ranging from .46 to .76. Confir- ent study, it was concluded that the SSI-R was
matory factor analysis showed the variables a viable measure to study students' Stressors
contributed to its respective latent variables. and their reactions to Stressors.
Significant positive correlations were found
between SSI-R categories and Total Stress References
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