Escala de Estresse Acadêmico: Evidências Psicométricas no Contexto Docente: https://doi.org/10.5935/rpot/2022.4.23610

Leonita Chagas de Oliveira; Julio Cezar  Albuquerque da Costa; Luan Filipy  Freire Torres; Leogildo  Alves Freires

Academic Stress Scale: Psychometric Evidence in the Teaching Context

https://doi.org/10.5935/rpot/2022.4.23610

Authors

Leonita Chagas de Oliveira Federal University of Alagoas (UFAL), Brazil https://orcid.org/0000-0003-1400-1349
Julio Cezar Albuquerque da Costa Federal University of Alagoas (UFAL), Brazil https://orcid.org/0000-0002-6730-2156
Luan Filipy Freire Torres Federal University of Alagoas (UFAL), Brazil https://orcid.org/0000-0001-5820-2367
Leogildo Alves Freires Federal University of Alagoas (UFAL), Brazil https://orcid.org/0000-0001-5149-2648

Abstract

The use of psychometric instruments can aid the investigation of stress in the teaching context, contributing to the creation of assertive coping strategies. However, given the scarcity of instruments targeting this group, the present study aims to adapt the Academic Stress scale (EEA-D) for university teachers, assessing its psychometric evidence. The study was divided into two phases: the first phase included 210 teachers averaging 42.0 years old (SD = 9.0), and the second consisted of 257 averaging 45.41 years old (SD = 11.02). The results confirmed a unidimensional structure for EEA-D, with high reliability indices (Ω = 0.91; CC = 0.91). Beyond this, the instrument was adequate when investigating the discriminatory parameters and difficulty through the Item Response theory. It is a compact instrument, easy to use and apply, with evidence of validity and accuracy that allow its use to measure academic stress in university professors.

Keywords: reliability, validity, occupational stress, university education.

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Published

2022-10-01

Issue

Vol. 22 No. 4 (2022): rPOT N4/2022

Section

Empirical Research Reports

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