Analysis of Academic Stress Measuring Instruments in Students

Abstract

This study develops a measuring tool for student academic stress that refers to the theory of Gadzella & Masten (2005), with a focus on measuring academic stress that is relevant to student characteristics. A total of 146 students from various departments and semester levels participated in this study. The measuring instrument developed consists of 14 items designed based on the concepts outlined in the theory. Several stages of testing are carried out to ensure the validity and reliability of the measuring instrument. The results of the analysis showed that out of the 14 items that were prepared, 1 item was found to have low discriminatory power and had to be removed from the measuring instrument. These results are consistent with efforts to ensure that the measuring tool only creates an item that can effectively differentiate the level of academic stress experienced by students. The 13 items of the measure show the uniqueness of the measurement that is relevant to the characteristics of the student. The implications of these findings contribute to the understanding and handling of academic stress at the university level. Further studies are expected to validate this measure in a broader population as well as identify other factors that influence academic stress.