Developing and validating stress and performance measure: A new approach

Pages: 117-121
K. Kumar (Center for Improving Relationship and Personal Effectiveness, Puducherry)
S. Kadhiravan (Department of Psychology, Periyar University, Salem, Tamilnadu)

The educational institutions, parents, and students themselves are very much concerned about their academic performance. High academic demand may have serious negative consequences. Some students find it more difficult to cope with such demand than others do, which leads to unpleasant consequences such as dropout, even suicide etc. A number of studies and laboratory experiments have confirmed that when stress exceeds individuals’ optimum level, performance decreases. The ways students appraise their situation is important and are prime target in prevention and intervention of stress related problems. The researchers have developed a scale based on Lazarus cognitive appraisal theory. Modified inverted U shape model was used to explain the concept of relationship between stress and performance. The scale consist of 48 items using 4 point scale ranging from ‘not at all true to exactly true’ yielding 4 score labeled as threat/avoidance, challenge, confusion, and withdrawal. The items are further classified and scored as personal, interpersonal and work/task yielding students’ specific difficulties. In study- 1, developed scale was administered to 158 under graduate students from three arts and science colleges of Puducherry. After a month’s interval the same scale was administered to the same students. The test, re-test result revealed that the scale possessed adequate reliability. In study-2, along with the developed scale, widely used perceived stress scale, life orientation scale and coping self-efficacy scale were administered to 146 under graduate students from four arts and science colleges of Puducherry. The result revealed that the developed scale possessed adequate validity. Details and implications are presented in this paper.