The psychometric properties of the instrument report that the estimate of the test-retest reliability was found in a range of 0.51 to 0.92 from Cronbach's alpha.The dimensions are independent for their interpretation separately, which explain 57% of the variance We used SPSS Statistics Data Editor Version 17.0 for the statistical analyses.Data for 18 of the 335 participants were discarded because the students did not fill out their questionnaires completely.
The mean T score on the Stress Profile Scale for this sample of students was 43.06 (SD = 9.39), which is within normal limits (T score = 40 to T score = 60).
Specifically, 58% percent of the students were within normal limits, 39% reported lower than average stress, and only 3% indicated high stress.
The main responses to stress were: 1) listening to music, 2) talking about the problem with a friend, 3) physical exercise, 4) going out with friends, 5) talking to a relative, 6) sleeping more than usual, 7) watching TV, 8) eating more than usual, 9) smoking, and 10) drinking some alcohol.
The first three responses were the same for men and women, listening to music, talking about the problem with a friend, and exercising.
According to the cognitive-transactional model of stress, stress is the dynamic relationship between an individual and the environment in which a stimulus (whatever it is) disturbs an individual’s homeostasis, causing him/her to respond to the situation with all available resources When this occurs, we evaluate the demand relative to our available resources, and the amount of stress we experience is governed by the following rule: the more resources we have, the less stress we will experience .
Many criteria are used to categorize stress, and this leads to many terms for different types of stress.
On the Social Support Scale, which measures satisfaction with the size and quality of one’s social support network, we found that scores increased with the students’ year in high school.
First and second year students had T scores of 55.27 and 60.22, respectively (within normal limits), but the T score for the third year students was significantly higher (64.07, p found normal to high stress levels in college students, but he focused specifically on “academic stress,” whereas we evaluated stress more generally.
a) Determine the general level of stress among high school students; b) identify the students’ main sources of stress; c) identify the students’ main responses to stress; d) determine if students have protections against or risk factors for stress.
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