Standardisation of Academic Stress Scale and its Relationship with General Procrastination Scale

Abstract

Modern scenario has necessity to explore best possibilities to throw the academic stress from academic domain of 
the students. Literature reveals that researchers are studying continuously related aspects of academic stress.  In 
this view, present study focuses on standardisation of Academic Stress Scale and its relationship with General 
Procrastination Scale. Research was conducted in two phases. Initially, 79 items were written, and finally 30 were 
retained with consultation of experts of Psychology and English language. Data of 400 participants (152 males and 
248 females) with age range 16-27 years was collected and psychometric properties were ascertained in terms of 
factorial validity and Cronbach’s alpha reliability. In both phases, participants were taken from various senior 
secondary schools, colleges, universities and other institutions through online mode. Using the number of factor 
solution criteria, two factors were extracted which are Exam Stress and Classroom Stress. Alpha reliabilities are 
found .83 (14 items) and .80 (16 items) respectively.  In second phase, data of 70 (35 males and 35 females) 
participants was collected by administering the Academic Stress Scale and General Procrastination Scale. 
Composite score of Academic Stress Scale was correlated with General Procrastination Scale. Pearson correlation 
coefficient was found r=.351p<.01 which predicts the construct validity of the scale. Overall findings reveal the 
satisfactory psychometric properties of Academic Stress Scale. Hence, it may be useful for researches in academic 
stress among general population of the students.