SCALE TO MEASURE STRESSFUL CHARACTERISTICS IN EDUCATIONAL ENVIRONMENTS: A CASE OF A MEXICAN UNIVERSITY
DOI:
https://doi.org/10.17501/24246700.2021.7159Keywords:
Stress, Student, Scale, Semestre i, Educational Innovation, Higher EducationAbstract
When students enter the university, they undertake a series of activities that can potentially stress them and cause their training experience to be not ideal for their learning. It is the responsibility of higher education institutions to provide an optimal environment to acquire knowledge and skills; therefore, they must have instruments that measure the degrees of stress generated. This study's objective was to determine a scale's psychometric properties that measure stressful characteristics in educational environments, namely Semestre i. A cross-sectional study with a survey design was carried out. Two hundred sixty-two university students participated, 122 of whom were men with a mean age of 22.6 (SD = 1.4), and 140 were women with a mean age of 22.1 (SD = 1.2). A scale comprised of saturation dimensions (11 items) and unpredictability dimensions (7 items) was obtained. An Exploratory Factor Analysis was performed with the Maximum Likelihood extraction method and oblimin rotation to determine the construct validity. It was possible to explain 52.3% of the variance (X2 = 2566.64, df = 153, p = .001; KMO = .92) in two dimensions, namely, high demand environment and unpredictable environment. Reliability was calculated through internal consistency using the Cronbach coefficient, obtaining an alpha value of .92. A parsimonious scale was obtained with the necessary evidence to conclude that valid and reliable data can be obtained, allowing the students' stressful educational contexts to be identified and modified or intervened to generate a healthy learning environment.
Downloads
References
Alania-Contreras, R. D., Llancari-Morales, R. A., Rafaele de La Cruz, M., & Ortega-Révolo, D. I. D. (2020). Adaptación del cuestionario de estrés académico SISCO SV al contexto de la crisis por COVID-19. Socialium, 4(2), 111–130. https://doi.org/10.31876/sl.v4i2.79
Babakova, L. (2019). Development of the academic stressors scale for Bulgarian university students. Eurasian Journal of Educational Research, 81, 115–128. https://doi.org/10.14689/ejer.2019.81.7
Barraza-Macías, A. (2019). Validación psicométrica de la versión breve del Inventario de Características Institucionales Estresoras. Psicogente, 23(43), 1–20. https://doi.org/10.17081/psico.23.43.3276
Barraza, A., Ortega, F., & Martínez, L. (2009). Instituciones generadoras de estrés. un estudio exploratorio en la universidad pedagógica de durango. X Congreso Nacional de Investigación Educativa, 1–12. http://www.comie.org.mx/congreso/memoriaelectronica/v10/pdf/area_tematica_14/ponencias/0623-F.pdf
Boada-Grau, J., Merino-Tejedor, E., Sánchez-García, J., Prizmic-Kuzmica, A., & Vigil-Colet, A. (2015). Adaptation and psychometric properties of the SBI-U scale for Academic Burnout in university students.. Anales de Psicología, 31(1), 290–297. https://doi.org/10.6018/analesps.31.1.168581
Branson, V., Dry, M. J., Palmer, E., & Turnbull, D. (2019). The Adolescent Distress-Eustress Scale: Development and Validation. SAGE Open, 9(3), 215824401986580. https://doi.org/10.1177/2158244019865802
Canqui-Flores, B., Mendoza-Mollocondo, C., Torres, F.., Fuentes-López, J., Gómez-Campos, R., Viveros-Flores. A., Rivera-Portugal, Margot, & Cossío-Bolaños, M. (2019). Validez, confiabilidad y baremación para medir la auto-percepción del estrés académico de estudiantes universitarios. Gaceta Médica de Bilbao, 116(4), 158–165. http://www.gacetamedicabilbao.eus/index.php/gacetamedicabilbao/article/view/717/725
Cea, M. de los Á. (2004). Análisis multivariable. Teoría y práctica en la investigación social (2nd ed.). Síntesis.
Creswell, J. W. (2012). Educational Research: Planning, conducting and qualitative research (4th ed.). Pearson.
De Vellis, R. (2012). Development Theory and Applications (3rd ed.). SAGE Publications.
Escobar Espejo, M., Blanca, M. J., Fernández-Baena, F. J., & Trianes Torres, M. V. (2011). Adaptación española de la escala de manifestaciones de estrés del student stress inventory (SSI-SM). Psicothema, 23(3), 475–485.
Field, A. (2009). Discovering Statistics Using SPSS. SAGE Publications.
George, D., & Mallery, P. (2019). IBM SPSS Statistics 25 Step by Step: a simple guide and reference (14th ed.). Routledge.
Hair, J., Anderson, R., Tatham, R., & Black, W. (1999). Análisis Multivariante (5th ed.). Prentice Hall.
International Finance Corporation. (2019). Breaking Paradigms to develop Leaders for the 21st century. Tec de Monterrey: How a top university in Mexico radically overhauled its Educational Model. Case study. https://www.ifc.org/wps/wcm/connect/industry_ext_content/ifc_external_corporate_site/education/publications/tec+de+monterrey
Jayanthi, P., Thirunavukarasu, M., & Rajkumar, R. (2015). Academic stress and depression among adolescents: A cross-sectional study. Indian Pediatrics, 52(3), 217–219. https://doi.org/10.1007/s13312-015-0609-y
Kumaran, S. J., & Javid, A. (2016). Emotional Intelligence, Test Anxiety and Academic Stress of Students. Education in Modern Society, 16, 159–167.
Lazarus, R., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer Publishing Company, Inc.
Liu, Y. (2015). The longitudinal relationship between Chinese high school students' academic stress and academic motivation. Learning and Individual Differences, 38, 123–126. https://doi.org/10.1016/j.lindif.2015.02.002
Lozano-Rodríguez, A., García-Vázquez, F. I., Zubieta-Ramírez, C., & Lopez-Cruz, C. S. (2019). Competencies associated with Semestre i and its relationship to academic performance: A case study. Higher Education, Skills and Work-Based Learning, 10(2), 387–399. https://doi.org/10.1108/HESWBL-07-2019-0092
Lozano, A., Alvarado, M., & Llaven, M. (2019). Development of competencies in the context of the Semester i: A case study. Education in the Knowledge Society, 20, 121–1214. https://doi.org/10.14201/eks2019_20_a12
Merenda, P. F. (1997). A guide to the proper use of factor analysis in the conduct and reporting of research: Pitfalls to avoid. Measurement and Evaluation in Counseling and Development, 30(3), 156–164. https://doi.org/10.1080/07481756.1997.12068936
Mora-Salinas, R., Rosales, C. , Castillo, D. H., Gijón, C. R., & Rodriguez-Paz, M. X. (2019). The i-semester experience: Undergraduate challenge-based learning within the automotive industry. IEEE Global Engineering Education Conference, EDUCON, April-2019, 505–509. https://doi.org/10.1109/EDUCON.2019.8725200
Ngozi-Aihie, O., & Ijeoma-Ohanaka, B. (2019). Perceived Academic Stress among Undergraduate Students in a Nigerian University. Journal of Educational and Social Research, 9(2), 56–66. https://doi.org/10.2478/jesr-2019-0013
Palma-Mendoza, J. A., Rivera, T. C., Solares, I. A. A., Campos, S. V., & Velazquez, E. P. (2019). Development of competencies in industrial engineering students immersed in SMEs through challenge-based learning. TALE 2019 - 2019 IEEE International Conference on Engineering, Technology and Education. https://doi.org/10.1109/TALE48000.2019.9225932
Reddy, K., Rajan-Menon, K., & Thattil, A. (2018). Academic Stress and its Sources Among University Students. Biomedical and Pharmacology Journal, 11(1), 531–537. https://doi.org/10.13005/bpj/1404
Regis-Hernandez, F., Martinez-Medina, G., Borjas-Vazquez, H. C., & Olais-Govea, J. M. (2020). Semestre i as an active methodology to modify the teaching-learning process in engineering. IEEE Global Engineering Education Conference, EDUCON, 2020-April, 652–666. https://doi.org/10.1109/EDUCON45650.2020.9125372
Roman-Flores, A., Cuan-Urquizo, E., Ramirez-Mendoza, R., Vargas-Martinez, A., Lozoya-Santos, J., Urbina-Coronado, P. D., & Morales-Menendez, R. (2020). Design of interactive learning cyber-physical tools for mechanical design engineering courses. IEEE Global Engineering Education Conference, EDUCON, 2020-April, 1044–1048. https://doi.org/10.1109/EDUCON45650.2020.9125377
Ruel, E., Wagner, W. E., & Gillespie, B. J. (2018). The Practice of Survey Research: Theory and Applications. https://doi.org/10.4135/9781483391700
Suldo, S. M., Dedrick, R. F., Shaunessy-Dedrick, E., Roth, R. A., & Ferron, J. (2015). Development and Initial Validation of the Student Rating of Environmental Stressors Scale. Journal of Psychoeducational Assessment, 33(4), 339–356. https://doi.org/10.1177/0734282914552164
Suldo, S. M., Shaunessy-Dedrick, E., Ferron, J., & Dedrick, R. F. (2018). Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs. Gifted Child Quarterly, 62(4), 350–373. https://doi.org/10.1177/0016986218758443
Tecnologico de Monterrey. (2017). Semestre i. https://semestrei.tec.mx/semestre-i
Tecnologico de Monterrey. (2018). About us: Formation that transforms lives. https://tec.mx/en/about-us/formation-transforms-lives
Tecnologico de Monterrey. (2019). Rumbo al 2030. https://tec.mx/es/plan-estrategico-2030
Verger, P., Combes, J.-B., Kovess-Masfety, V., Choquet, M., Guagliardo, V., Rouillon, F., & Peretti-Wattel, P. (2009). Psychological distress in first-year university students: socioeconomic and academic stressors, mastery and social support in young men and women. Social Psychiatry and Psychiatric Epidemiology, 44(8), 643–650. https://doi.org/10.1007/s00127-008-0486-y
