Department of Psychology, University of Cádiz, Cádiz, Spain.
Department of Didactics, University of Cádiz, Cádiz, Spain.
Psychol Rep. 2022 Aug;125(4):1824-1851. doi: 10.1177/00332941211006023. Epub 2021 Apr 6.
Stress in higher education students is an issue of growing concern, as stress impacts quality of life and has been linked to drop-out from higher education. The aim was to investigate how stress was related to how far along students were in their degree program, using the Spanish Perceived Stress Scale (PSS10). We expected 1) first-year education students to experience more perceived lack of control than second-year students, 2) second-year students to experience more perceived stress than first-year students. Participants were students in three university education-degree programs (N = 399). The psychometric properties of the Perceived Stress (PS) and Perceived Lack of Control (PLC) subscales were investigated using Rasch models. One item was eliminated from each subscale. The estimated interval-level Rasch scores were utilized for testing hypotheses with general linear models. Results showed a somewhat more complex pattern than predicted as interaction effects between degree year and gender and between degree year and basis for admission were found.
高等教育学生的压力是一个日益引起关注的问题，因为压力会影响生活质量，并与高等教育辍学有关。本研究旨在使用西班牙感知压力量表（PSS10）调查压力与学生在学位课程中的进展程度之间的关系。我们预计 1）一年级学生比二年级学生更能感受到缺乏控制，2）二年级学生比一年级学生更能感受到压力。参与者是三个大学教育学位课程的学生（N=399）。使用 Rasch 模型研究了感知压力（PS）和感知缺乏控制（PLC）分量表的心理计量学特性。每个分量表都删除了一个项目。使用估计的区间级 Rasch 分数，利用广义线性模型检验假设。结果显示出比预期更为复杂的模式，因为在学位年限和性别以及入学基础之间发现了交互效应。
