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Educational and Psychological Measurement
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Academic Expectations Stress Inventory

Development, Factor Analysis, Reliability, and Validity

Rebecca P. Ang

Nanyang Technological University, rpang{at}ntu.edu.sg

Vivien S. Huan

Nanyang Technological University

This article describes the development and initial validation of obtained scores from the Academic Expectations Stress Inventory (AESI), which measures expectations as a source of academic stress in middle and high school Asian students. In the first study, exploratory factor analysis results from 721 adolescents suggested a nine-item scale with two factors—Expectations of Parents/Teachers (five items) and Expectations of Self (four items). The data also revealed initial evidence of the reliability of AESI’s scores. Initial estimates of convergent validity for AESI’s scores were also reported. In the second study, data from 387 adolescents were subjected to a confirmatory factor analysis that provided support for the factor structure derived from the first study. In the third study, data from 144 adolescents yielded evidence of AESI scores’ test-retest reliability. Additional evidence of AESI’s internal consistency estimates as well as convergent and discriminant validity for AESI’s scores were also provided.

Key Words: exploratory factor analysis • confirmatory factor analysis • academic stress • Asian

Educational and Psychological Measurement, Vol. 66, No. 3, 522-539 (2006)
DOI: 10.1177/0013164405282461
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