Perceptions of Academic Stress Scale
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About Perceptions of Academic Stress Scale
Notwithstanding the limitations of this study, a brief self-report scale to measure student’s perceptions of academic stress sources was developed. There is acceptable internal consistency reliability, and there is evidence for the face, content, and convergent validity of this instrument. In future research, the scale should be administered to a larger, heterogeneous sample of students, and in different educational and cultural settings.
Also, future research should examine the relationship between academic stresses and psychiatric disorders especially depression and anxiety disorders, which is lacking in the literature. Last but not least, prophylactic measures were suggested to manage stress among students, including early identification of individuals who may be more prone to it, and implementation of stress management workshops can be effective. It is believed that implementing a positive student-centred environment is associated with full awareness of what is expected of them and can discuss perceived skills and weaknesses (Burk and Bender, 2005).
Others suggested improving the academic environment (Neveu et al., 2012), problem-focused and emotion-focused strategies are the preferred choices to alleviate stress, the use of the student counselling services (Iqbal et al., 2015), and curricular and policy changes aiming at assisting students in coping with identified stressors (Harikiran et al., 2012).