Reliability and Validity of the Educational Stress Scale for Adolescents (ESSA) in a Sample of Greek Students
Evangelia Moustaka,
Flora Bacopoulou,
Kyriaki Manousou,
Christina Kanaka-Gantenbein,
George P. Chrousos,
Christina Darviri
Affiliations
Evangelia Moustaka
Postgraduate Course of Science of Stress and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 11527 Athens, Greece
Flora Bacopoulou
Postgraduate Course of Science of Stress and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 11527 Athens, Greece
Kyriaki Manousou
Postgraduate Course of Science of Stress and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 11527 Athens, Greece
Christina Kanaka-Gantenbein
Postgraduate Course of Science of Stress and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 11527 Athens, Greece
George P. Chrousos
Postgraduate Course of Science of Stress and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 11527 Athens, Greece
Christina Darviri
Postgraduate Course of Science of Stress and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 11527 Athens, Greece
This research outlines the initial validation of a new instrument to quantify academic stress, the Educational Stress Scale for Adolescents (ESSA). A total of 399 students (61.9% females, 38.1% males), with a mean age of 16.3 years, participated in the research protocol. Cronbach’s α for the total 16-item ESSA scale was 0.878, suggesting good reliability. Cronbach’s α for each one of the five components were statistically positively significant. The Greek version of the Educational Stress Scale for Adolescents (ESSA) can be utilized as a valid tool to measure the perceived educational stress in adolescents.
