Stress Scale (Automatic Thinking): Investigating the Psychometric Properties

Year 2020, Volume: 5 Issue: 2, 40 - 45, 30.12.2020

Sümeyra Dilek Uylas Nihan Arslan

https://doi.org/10.32568/jfce.834687

Cited By: 2

Abstract

The aim of the study is to investigate the psychometric properties of Stress Scale (Automatic Thinking). Descriptive research method among quantitative research methods was used in the study. The purpose of the research is to adapt the Stress Scale (Automatic Thinking) developed by Gordon L. Flett, Paul L. Hewitt and Taryn Nepo into Turkish culture. The research was implemented on 219 university students. The one-dimensional model which was consisted of 7 items was found coherent in the confirmatory and exploratory factor analysis. Internal consistency, item and factor analysis studies were conducted to examine psychometric properties of the scale. It was found that Cronbach Alfa coefficient is .81 as a result of reliability analysis. As a result of exploratory factor analysis, the Kaiser-Meyer-Olkin sample adequacy value of the scale was .828; it was concluded that uni- dimensional scale explained 47% of variance

Keywords

Stress, Validity, Reliability

References

• Aydın, İ. (2008). İş yaşamında stres (3. Baskı). Ankara: Pegem Akademi Yayınları.
• Flett, G. L., Hewitt, P. L. & Nepon, T. (2019). The self-generated stress scale: Development, Psychometric features, and associations with perfectionism, self-criticism, and distress. Journal of Psychoeducational Assessment, 1-15.
• Güçlü, N. (2001). Stres yönetimi. G.Ü. Gazi Eğitim Fakültesi Dergisi, 21(1), 91-109.
• Gürşen Otacıoğlu, Ş. (2016).Performance anxiety and academic success level examination of students in Turkey. International Journal of Educational Research Review, 1(2), 25-33.
• Hammen, C. (1991). Generation of stress in the course of unipolar depression. Journal of Abnormal Psychology, 100(4), 555–561. https://doi.org/10.1037/0021-843X.100.4.555.
• Hewitt, P. L., & Flett, G. L. (1993). Dimensions of perfectionism, daily stress, and depression: A test of the specific vulnerability hypothesis. Journal of Abnormal Psychology, 102(1), 58–65. https://doi.org/10.1037/0021-843X.102.1.58.
• Karagöz, Ş. (2016). Opinions and suggestions regarding various subjects on the educational guidance in the second constitutional era. Journal of Family, Counseling, and Education, 1(1), 1-9.
• La Rocque, C. L., Lee, L., & Harkness, K. L. (2016). The role of current depression symptoms in perfectionistic stress enhancement and stress generation. Journal of Social and Clinical Psychology, 35(1), 64–86.
• Pehlivan, İ. (1995). Yönetimde stres kaynakları. Pegem Yayınları Personel Geliştirme Merkezi, Yayın No: 16, Ankara.
• Ravichandran, R., & Rajendran, R. (2007). Perceived sources of stress among the teachers. Journal of the Indian Academy of Applied Psychology, 33, 133-136.
• Selye, H. (1974). Stress without distress. New York: J. B. Lippencott Comp.