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新西兰青少年压力问卷(ASQ)的样本验证。

A sample validation of the Adolescent Stress Questionnaire (ASQ) in New Zealand.

机构信息

School of Educational Studies and Leadership, University of Canterbury, Christchurch, New Zealand.

School of Learning Development and Professional Practice, Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand.

出版信息

Stress Health. 2019 Feb;35(1):3-14. doi: 10.1002/smi.2834. Epub 2018 Sep 17.

Abstract

The Adolescent Stress Questionnaire (ASQ) is a 56-item scale measuring stress in 10 domains. The scale has been tested in a number of countries worldwide with mixed support. The current study tested the factor structure, construct validity, and reliability in a sample (n = 1,601) comprising a general population of adolescents in New Zealand. Support was found for the 10-factor structure with adequate internal consistency as well as strong factorial invariance between male and female participants. Significant inverse correlations were found between all ASQ domains and both life satisfaction and perceived academic achievement. Most ASQ domains revealed gender differences, with female participants reporting greater stress than males. Toward a nonbinary perspective of gender, gender-neutral participants reported greater stress than males and females in certain stress domains. Results based on regression analyses indicate that nonacademic ASQ domains were generally related to life satisfaction whereas academic ASQ domains were related to perceived academic achievement. Positive and negative interaction effects were observed between gender and ASQ domains on life satisfaction and academic achievement. Overall, the current results indicate that the ASQ appears to be a reliable, valid instrument for adolescent stress in New Zealand with relevance to perceived life satisfaction and achievement.

摘要

青少年压力问卷(ASQ)是一个包含 56 个项目的量表,用于测量 10 个领域的压力。该量表已在全球多个国家进行了测试,但结果喜忧参半。本研究在新西兰的青少年总体人群中(n=1601)对该量表的结构、构念效度和信度进行了检验。研究支持 10 因素结构,具有足够的内部一致性,以及男性和女性参与者之间较强的因子不变性。在所有 ASQ 领域与生活满意度和感知学业成绩之间均存在显著的负相关。大多数 ASQ 领域存在性别差异,女性报告的压力大于男性。从非二元性别视角来看,在某些压力领域,性别中立的参与者报告的压力大于男性和女性。基于回归分析的结果表明,非学术 ASQ 领域通常与生活满意度相关,而学术 ASQ 领域与感知学业成绩相关。在生活满意度和学业成绩方面,性别与 ASQ 领域之间存在正、负相互作用效应。总体而言,本研究结果表明,ASQ 似乎是一种在新西兰青少年压力研究中可靠、有效的工具,与感知生活满意度和成就相关。

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