Volume 18, Issue 2 (Summer 2016)                   Advances in Cognitive Sciences 2016, 18(2): 1-11 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Shokri O, Tamizi N, Azad Abdollahpour M, Mohsen Khodami M. Psychometric Analysis of the ‘Stress Appraisal Measure-Revised’ among University Students . Advances in Cognitive Sciences 2016; 18 (2) :1-11
URL: http://icssjournal.ir/article-1-474-en.html
1- Department of Psychology, Shahid Beheshti University, Tehran, Iran.
2- Educational Psychology, Saveh Branch, Islamic Azad University, Makazi, Iran.
3- Department of Psychology, Mahabad Branch, Islamic Azad University, Azerbaijan gharbi, Iran.
4- Psychology, Shahid Beheshti University, Tehran, Iran.
Abstract:   (3767 Views)
Objective: The main purpose of the present study was to investigate the psychometric properties of the Stress Appraisal Measure-Revised (SAM-R, Rowley, Roesch, Jurica & Vaughn, 2005) among Iranian university students.
Method: A total of 300 university students (138 male, 162 female) completed the SAM-R, the Achievement Emotions Questionnaire (AEQ, Pekrun, Goetz & Perry, 2005) and the Academic Self-Efficacy Beliefs Questionnaire (ASEBQ, Zajacova, Lynch & Espenshade, 2005). The exploratory and confirmatory factor analysis methods and internal consistency were used to compute the SAM-R's factorial validity and reliability, respectively. Additionally, to examine the construct validity of the SAM-R, the correlation between different dimensions of SAM-R with positive and negative achievement emotions and academic self-efficacy beliefs were assessed.
Results: The results of principal component analysis (PC) and varimax rotation replicated three-factor structure of the threat, challenge and resources in our study sample. Goodness-of-fit indices of confirmatory factor analysis confirmed the three extracted factors. The correlation analyses between different dimensions of SAM-R with positive and negative achievement emotions and the total score of academic self-efficacy provided initial evidence for the SAM-R convergent validity. Internal consistency for the threat, challenge and resources dimensions was 0.88, 0.82 and 0.79, respectively.
Conclusion: Taken together, our findings provide evidence for the validity and reliability of the SAM-R as an instrument for cognitive appraisal among Iranian university students.
Full-Text [PDF 811 kb]   (1272 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/11/25 | Accepted: 2017/02/23 | Published: 2017/06/26

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Designed & Developed by : Yektaweb