ABSTRACT
Introduction: The COVID-19 has generated a series of problems such as that of the education sector that allowed the use of digital platforms in order not to lose the school year, this has produced in teachers and students the challenge of adapting to a new reality of teaching and learning, therefore, it is worth adapting instruments that assess the academic stress produced. The objective was to evaluate the psychometric properties of the academic stressors scale (ECEA) in the context of COVID-19. Method: The sample consisted of 300 participants in the first study and 566 students from public and private universities between 18 and 30 years of age (M_age=21.34;SD_ age=2.926) in the second study. In the first study, the internal structure of the construct was verified through exploratory factor analysis, while in the second study it was verified through confirmatory factor analysis. Results: The results of the first study indicated a factorial structure equivalent to the theoretical conceptualization;however, the empirical recommendation consisted of removing some items because their factorization was complex. With respect to the second study, four models were obtained, of which the seven-factor oblique model is the most significant (chi(2)=2393.181;gl=608;.2/gl=.121;CFI=.999;TLI=.999;SRMR=.022;RMSEA=.020). Likewise, the reliability of the scale and the scores were significant. Conclusions: Finally, the ECEA is an instrument that has adequate psychometric properties and is suitable for research purposes and for describing Peruvian university groups in the context produced by COVID-19.
ABSTRACT
Introduction: The COVID-19 has generated a series of problems such as that of the education sector that allowed the use of digital platforms in order not to lose the school year, this has produced in teachers and students the challenge of adapting to a new reality of teaching and learning, therefore, it is worth adapting instruments that assess the academic stress produced. The objective was to evaluate the psychometric properties of the academic stressors scale (ECEA) in the context of COVID-19. Method: The sample consisted of 300 participants in the first study and 566 students from public and private universities between 18 and 30 years of age (M_age=21.34;SD_age=2.926) in the second study. In the first study, the internal structure of the construct was verified through exploratory factor analysis, while in the second study it was verified through confirmatory factor analysis. Results: The results of the first study indicated a factorial structure equivalent to the theoretical conceptualization;however, the empirical recommendation consisted of removing some items because their factorization was complex. With respect to the second study, four models were obtained, of which the seven-factor oblique model is the most significant (χ2=2393.181;gl=608;χ2/gl = .121;CFI = .999;TLI = .999;SRMR = .022;RMSEA = .020). Likewise, the reliability of the scale and the scores were significant. Conclusions: Finally, the ECEA is an instrument that has adequate psychometric properties and is suitable for research purposes and for describing Peruvian university groups in the context produced by COVID-19. © 2022 by the Author(s).