Indeed, at the time of study design and data collection, the Italian versions of these specific measurement tools were not available yet. Another limitation is the lack of available data for a more robust examination of reliability beyond internal consistency, such as test-retest.
Consequently, future studies could be designed with the aim to also conduct test-retest analysis. MCZ: study conception and design, interpretation of data, drafting of manuscript, critical revision.
MFCDV: analysis and interpretation of data, and drafting of manuscript. FV: acquisition of data, analysis and interpretation of data, and drafting of manuscript. All authors read and approved the final manuscript. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. National Center for Biotechnology Information , U. Front Psychol.
Published online Oct Author information Article notes Copyright and License information Disclaimer. This article was submitted to Health Psychology, a section of the journal Frontiers in Psychology. Received Jun 26; Accepted Oct 2. The use, distribution or reproduction in other forums is permitted, provided the original author s and the copyright owner s are credited and that the original publication in this journal is cited, in accordance with accepted academic practice.
No use, distribution or reproduction is permitted which does not comply with these terms. This article has been cited by other articles in PMC. Associated Data Data Availability Statement The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Abstract Clinical observations suggest that during times of COVID pandemic lockdown university students exhibit stress-related responses to fear of contagion and to limitations of personal and relational life. Introduction The Coronavirus Disease COVID has been defined as an extreme health, economic and social emergency and it was declared a global pandemic by the World Health Organization on March World Health Organization, , resulting in lockdown and life restrictions in Italy as worldwide in the attempt to prevent and slow the spread of the virus.
H1 The data from this study reveal correlations, so that significant and coherent factors can be identified. Evidence based on convergent validity H3 The standardized factor loadings, and the values of Composite Reliability and Average Variance Extracted of all factors are adequate.
Open in a separate window. Measures The questionnaire included a section dealing with background information i. Evidence Based on Construct Validity Evidence based on construct validity was examined to answer research questions 1 and 2 and to test hypotheses 1 and 2 Table 1. Evidence Based on Convergent Validity Evidence based on convergent validity was explored to test hypotheses 3 and 4 Table 1. Evidence Based on Discriminant Validity Evidence based on discriminant validity was explored to test hypotheses 5 and 6 Table 1.
Evidence Based on Internal Consistency Evidence based on internal consistency was explored to test hypothesis 7 Table 1. How do you perceive the relationships with your university colleagues during this period of COVID pandemic? How do you perceive the relationships with your university professors during this period of COVID pandemic? How do you perceive the changes in your sexual life due to the social isolation during this period of COVID pandemic?
How do you perceive the condition of social isolation imposed during this period of COVID pandemic? Values in bold indicate major loadings. Item Analysis and Reliability Mean scores for the single items varied from a maximum score of 2. The Italian version is provided in brackets. Implications for Clinical Practice The study sought to address the growing concerns arising from the challenges that students around the world are facing due to the COVID pandemic and from its potential negative effects on their psychophysical health conditions, by providing a brief, valid and meaningful tool, namely the COVID Student Stress Questionnaire CSSQ.
Limitations and Future Research Despite these strengthens, some limitations need to be underlined. Data Availability Statement The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation. Author Contributions MCZ: study conception and design, interpretation of data, drafting of manuscript, critical revision.
Conflict of Interest The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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Anxiety Stress Coping 32 — The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet — Psychiatry Res. Constructing Validity: basic issues in objective scale development. Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis.
Family comes first! Coefficient alpha and the internal structure of tests. Psychometrika 16 — Assessing the quality of tests: revision of the EFPA review model. Psicothema 25 — Evaluating structural equation models with unobservable variables and measurement error. Trauma 12 — Fit indices in covariance structure modeling: sensitivity to underparameterized model misspecification.
Methods 3 — Stress, Appraisal and Coping. New York, NY: Springer. Lancet Child Adolesc. Need an account? Click here to sign up. Download Free PDF. Academic Stress Management Survey Questionnaire. Usman Malik. A short summary of this paper. How often do you feel stressed? In what aspect of university, you have the most stressed? Rate the following according to the most difficult problems you have to deal with. Does stress have negative impact on your study? Do you think stress help to complete your work at time?
Do you think you have more university work than you should have? If yes, what makes most of your university work?
Rate the following according to the most difficult problems you have to deal with. Does stress have negative impact on your study? Do you think stress help to complete your work at time?
Do you think you have more university work than you should have? If yes, what makes most of your university work? Do you get bored at university?
If yes, why do you get bored? What problems do you most encounter in school? CRs, Visual aids, lab instruments Symptoms of Stress How often do you have headaches? Do you have frequent colds or flu? Do you have sleeping problems? How often do you feel anxious or frustrated?
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