Article

The Psychology Student Stress Questionnaire

Department of Psychology, Georgia State University, Atlanta 30303.
Journal of Clinical Psychology (Impact Factor: 2.12). 05/1991; 47(3):414-7. DOI: 10.1002/1097-4679(199105)47:3<414::AID-JCLP2270470314>3.0.CO;2-M
Source: PubMed

ABSTRACT

Stressors of graduate psychology training remain relatively unexplored. The Psychology Student Stress Questionnaire (PSSQ) was developed to assess the impact of emotional, financial, and academic stressors of graduate psychology training on students. The PSSQ was administered, along with the Symptom Check List-90-R and the Health and Daily Living Form, to 133 graduate psychology students. Significant though limited correlations were obtained between the PSSQ and the two stress measures. Factor analysis of the PSSQ yielded seven underlying factors; time constraints accounted for the greatest variance in stress ratings. Female students had higher stress scores than males. These results suggest that the PSSQ could be useful in exploring student stress in graduate psychology training.

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    • "Academic Stress Scale " (Kohn & Frazer, 1986), " Scale for Assessing Academic Stress " (Sinha, Sharma, & Mahendrak, 2001), " The College Undergraduate Stress Scale " (Remer, & Mackin, 1998), " The Undergraduate Stress Questionnaire " (Cranball, Preisler, & Aussprung, 1992), " The Students Stress Survey " (Ross, Niebling & Heckert, 1999), " The Chronic Life Stress Survey " (Towbes & Cohen, 1996) " The Psychology Students Stress Questionnaire " (Cahir & Morris, 1991 "
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    ABSTRACT: The article reports results from the validation of the " Undergraduates Stressors Questionnaire " and the relationship between academic stressors and academic hardiness in university undergraduates. In the first study (study 1), 845 undergraduates completed the " Undergraduates Stressor Questionnaire ". Both exploratory and confirmatory factor analysis results provided support for the 7-factor solution, which explained 61.6% of the total variance. Scale scores showed adequate internal consistency. The results of study 1 indicated that undergraduates are subject to numerous academic stressors such as lack of leisure time, academic performance, fear of failure, academic overload, finance, competition between students, and relationships with university faculty. In study 2, 478 undergraduates completed the " Undergraduates Stressor Questionnaire " and the " Revised Academic Hardiness Scale ". The study indicates that students are less hardy in terms of commitment and challenge across the years of study and provides evidence for the moderating role of academic hardiness on students' daily university stressors. The study also revealed that " low academic hardiness " students reported higher stress. The findings are discussed in the context of the recent literature. Academic stress among higher education students has been a topic of interest for many years and has recently been attracted the interest of a range of studies focusing on the links between stress and students' performance (Heikkila, Lanka, Niemine, & Niemivitra, 2012). Interest in stress among college students is related to the recognition that excessive stress is harmful to academic performance and may lead to dropping out. Strenuous academic pressure and limited social and personal time can add to the normal stress of life and begin to have a negative effect on a person. Earlier studies amongst higher education students have focused on subject areas with a strong vocational element such as nursing students, social work students and psychology students (Robotham, 2008). These studies demonstrate that college students experience high stress at predictable times each semester and have classified stressors into three main categories: academic pressures, social issues and financial problems. Some other studies mentioned sources of stress among undergraduates such as inter personal relationships related stressors, work-family conflicts related stressors, organizational working environment related stressors, profession prospects related stressors and academic training stressors (Chan, Lai, Ko, & Boet, 2000). Other studies demonstrate that the most common stressors for undergraduates were fear of failure (Schafer, 1996; Tyrrel, 1992), striving to meet assessment deadlines (Misra et al., 2000), feel overwhelmed by their workload (Reisberg, 2000), finding the motivation to study (Tyrrel, 1992), concerns about academic
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    • "D'un point de vu global, on peut déduire de nos résultats qu'en accord avec plusieurs recherches antérieures stipulant que les femmes sont plus enclines à éprouver des troubles internalisés [23] [24], les femmes dans la présente étude démontrant des scores de stress plus élevés pour les dimensions dispositionnelles et situationnelles, mais pas cognitives. Il est possible que cette absence de différence concernant le stress cognitif indique que les fonctions mnésiques ne sont que peu influencées par les effets de genre. "
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    ABSTRACT: Les croyances irrationnelles engendrent des pensées dysfonctionnelles dans notre système de croyances pouvant entraîner des troubles affectifs. La présente étude s’est intéressée au rôle des croyances irrationnelles dans le stress éprouvé par les étudiants face à l’idée de passer un examen à l’université et d’échouer à ce dernier. Dans cette perspective, 300 étudiants dont 91 hommes et 209 femmes d’âge moyen de 22 ans (ET = 4,87) ont complété un questionnaire concernant le stress ainsi qu’un questionnaire relatif aux croyances rationnelles et irrationnelles. Les données ont été analysées à l’aide de corrélations de Bravais Pearson, de comparaisons de moyennes par un test de Student et des analyses de régressions pas à pas. Les résultats montrent un lien négatif entre les croyances rationnelles et le niveau de stress dispositionnel et situationnel et un lien positif entre les croyances irrationnelles et le niveau de stress pour ces deux mêmes domaines. Néanmoins, les croyances rationnelles prédisent le niveau de stress dispositionnel et situationnel uniquement lorsque c’est le seul prédicteur. Quand il est associé à d’autres variables, seules les croyances irrationnelles et le sexe sont des prédicteurs significatifs du stress dispositionnel et situationnel. Cependant le domaine cognitif dans cette étude du stress n’est lié d’aucune manière aux croyances. Par conséquent, cette étude a surtout souligné le lien entre la présence de croyances irrationnelles à l’idée de passer un examen et un niveau de stress élevé concernant l’idée d’échouer à ce dernier.
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    • "A variety of risk factors particular to this phase of therapist development render graduate students vulnerable to impairment. Long hours, pressures of evaluation (both formal and informal), and financial concerns are among a wide range of factors that could contribute to graduate students' risk (Cahir &amp; Morris, 1991). Graduate students exemplify several different professional roles throughout their training. "
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    ABSTRACT: Given the prevalence of emotional and psychological problems among professional psychologists, a primary concern to the field is impairment, or problems of professional competence. Graduate students, in particular, are an especially vulnerable subpopulation of mental health care professionals. Despite graduate students' heightened risk of impairment, relatively little attention has been paid in the literature to the handling of impairment in graduate students in academic training programs. Recommendations for a proactive approach to addressing impairment in trainees are discussed with respect to students, supervisors, and training programs. As graduate school is the first major milestone in a therapist's development, psychologists as gatekeepers of the field of psychology must accept an ethical responsibility to appropriately monitor, acknowledge, and manage impairment among trainees.
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