The irritation scale as an instrument to measure stress among university students

  1. Merino Tejedor, Enrique 1
  2. Boada Grau, Joan 2
  3. Sánchez García, José Carlos 3
  4. Hontangas Beltrán, Pedro Miguel 4
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universitat Rovira i Virgili
    info

    Universitat Rovira i Virgili

    Tarragona, España

    ROR https://ror.org/00g5sqv46

  3. 3 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  4. 4 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Mostrar afiliaciones +
Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2013

Número: 16

Páginas: 1-10

Tipo: Artículo

DOI: 10.1017/SJP.2013.106 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

The objective of this study was to verify the factor validity and structure of the �Irritation Scale� in a sample of 578 Spanish university students. At the same time, the study aimed to verify the criterion-related validity of the scale, analyzing the results obtained through correlation with other variables, such as general self-efficacy, self-regulation, depression, and certain personality dimensions. The results obtained through the Exploratory Structural Equation Modeling approach (ESEM) using Mplus confirmed the presence of two factors in the Irritation Scale, as observed in other international studies within a workplace setting. The significant correlations obtained between the Irritation Scale and the variables considered in the study confirmed the construct validity and verified that irritation is significantly and positively associated with depression and academic burnout, and is negatively associated with general self-efficacy and self-regulation.

Referencias bibliográficas

  • Abouserie R. (1994). Sources and levels of stress in relation to locus of control and self-esteem in university students. Educational Psychologist, 14, 323-330. http://dx.doi.org/10.1080/0144341940140306.
  • Asparouhov T., & Muthén B. (2009). Exploratory structural equation modeling. Structural Equation Modeling, 16, 397-438. http://dx.doi.org/10.1080/10705510903008204.
  • Baessler J., & Schwarzer R. (1996). Evaluación de la autoeficacia: Adaptación española de la Escala de Autoeficacia General [The measurement of Self-Efficacy: Spanish adaptation of the General Self-Efficacy Scale]. Ansiedad y Estrés, 2, 1-8.
  • Beck A. T., Ward C. H., Mendelsohn M., Mock J., & Erbaugh J. (1961). An inventory for measuring depression. Archives of General Psychiatry, 4, 561-571. http://dx.doi.org/10.1001/archpsyc.1961.01710120031004.
  • Bentler P. M. (1995). EQS program manual. Encino, CA: Multivariate Software.
  • Bentler P. M., & Wu E. J. C. (2002). EQS for Windows user's guide. Encino, CA: Multivariate Software, Inc.
  • Boada J., Diego R., & Agulló E. (2004). El burnout y las manifestaciones psicosomáticas como consecuentes del clima organizacional y de la motivación laboral [Burnout and psychosomatic manifestations as consequences of organizational climate and labor motivation]. Psicothema, 16, 125-131.
  • Boada-Grau J., Merino-Tejedor E., Sánchez-García J. C., & Vigil-Colet A. (2011). Escala de Burnout Académico en universitarios: Adaptación y propiedades psicométricas [Scholar Burnout Inventory: Validation and psychometric properties]. Unpublished manuscript. Universitat Rovira i Virgili, Tarragona, Spain.
  • Byrne B. M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Psicothema, 20, 872-882.
  • Byrne D. G., Davenport S. C., & Mazanov J. (2007). Profiles of adolescent stress: The development of adolescent stress questionnaire (ASQ). Journal of Adolescence, 30, 393-416. http://dx.doi.org/10.1016/j.adolescence.2006.04.004.
  • Cooper C. L. (2005). Handbook of stress, medicine and health. New York, NY: CRC Press.
  • Costa P. T. Jr., & McCrae R. R. (1992). Revised NEO personality inventory and neo five-factor inventory professional manual. Odessa, FL: Psychological Assessment Resources.
  • Cotton S. J., Dollard M. F., & De Jonge J. (2002). Stress and student job design: Satisfaction, well-being and performance in university students. International Journal of Stress Management, 9, 147-162. http://dx.doi.org/10.1023/A:1015515714410.
  • Curran P. J., West S. G., & Finch J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16-29. http://dx.doi.org/10.1037//1082-989X.1.1.16.
  • Dollard M. F., Winefield H. R., & Winefield A. H. (2001). Occupational strain and efficacy in human service workers. Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Dormann C., & Zapf D. (2002). Social stressors at work, irritation and depressive symptoms: Accounting for unmeasured third variables in a multi-wave study. Journal of Occupational and Organizational Psychology, 75, 33-58. http://dx.doi.org/10.1348/096317902167630.
  • Escobar M., Blanca M. J., Fernández-Baena J., & Trianes M. V. (2011). Adaptación española de la Escala de Manifestaciones de Estrés del Student Stress Inventory (SSI-SM) [Spanish adaptation of the Stress Manifestations Scale of the Student Stress Inventory (SSI-SM)]. Psicothema, 23, 475-485.
  • Ferrando P. J., & Lorenzo-Seva U. (2000). Unrestricted versus restricted factor analysis of multidimensional test items: Some aspects of the problem and some suggestions. Psicológica, 21, 301-323.
  • Fillian M. J., Fastenau P. A., Tashner J. H., & Cross A. H. (1989). The measure of classroom stress and burnout among gifted and talented students. Psychology in the Schools, 26, 139-153.
  • Goldberg D. P., & Hillier V. F. (1979). A scaled version of the General Health Questionnaire. Psychological Medicine, 9, 139-145. http://dx.doi.org/10.1017/S0033291700021644.
  • Hakanen J. J., Bakker A. B., & Schaufeli W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513. http://dx.doi.org/10.1016/j.jsp.2005.11.001.
  • Hu L., & Bentler P. M. (1999). Cut-off criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. http://dx.doi.org/10.1080/10705519909540118.
  • Jackson D. L., Gillaspy J. A. Jr., & Purc-Stephenson R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14, 6-23. http://dx.doi.org/10.1037%2Fa0014694.
  • Jacobshagen N., Rigotti T., Semmer N. K., & Mohr G. (2009). Irritation at school: Reasons to initiate strain management earlier. International Journal of Stress Management, 16, 195-214. http://dx.doi.org/10.1037/a0016595.
  • Kahn R. L., Wolfe D. M., Quinn R. P., Snoek J. D., & Rosenthal R. A. (1964). Organizational stress: Studies in role conflict and ambiguity. New York, NY: Wiley.
  • Leymann H. (1996). The content and development of mobbing at work. European Journal of Work and Organizational Psychology, 5, 165-184. http://dx.doi.org/10.1080/13594329608414853.
  • Luszczynska A., Diehl M., Gutiérrez-Doña B., Kuusinen P., & Schwarzer R. (2004). Measuring one component of dispositional self-regulation: Attention control in goal pursuit. Personality and Individual Differences, 37, 555-566. http://dx.doi.org/10.1016/j.paid.2003.09.026.
  • Macan T. H., Shahani C., Dipboye R. L., & Phillips A. P. (1990). College students' time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82, 760-768. http://dx.doi.org/10.1037//0022-0663.82.4.760.
  • Marsh H. W., Hau K. T., & Wen Z. (2004). In search of golden rules: Comment on hypothesis testing approaches to setting cutoff values for fit indices and dangers in overgeneralising Hu & Bentler's (1999) findings. Structural Equation Modeling, 11, 320-341. http://dx.doi.org/10.1207%2Fs15328007sem1103-2.
  • Martin L. L., & Tesser A. (1996). Some ruminative thoughts. In R. S. Wyer (Ed.), Ruminative thoughts (pp. 1-47). Hillsdale, NJ: Lawrence Erlbaum.
  • Martín-Albo J., Núñez J. L., Navarro J. G., & Grijalva F. (2007). The Rosenberg Self-Esteem Scale: Translation and validation in university students. The Spanish Journal of Psychology, 10, 458-467.
  • Maslach C., & Jackson S. E. (1981). The Maslach Burnout inventory. Manual. (2nd Ed.) Palo Alto, CA: Consulting Psychologist Press.
  • McCrae R. R., & Costa P. T. (1987). Validation of the five factor model across instruments and observers. Journal of Personality and Social Psychology, 52, 81-90. http://dx.doi.org/10.1037//0022-3514.52.1.81.
  • Merino E., Carbonero M. A., Moreno B., & Morante M. E. (2006). La Escala de Irritación como instrumento de evaluación del estrés laboral [The Irritation Scale as an instrument to assess stress at work]. Psicothema, 18, 419-424.
  • Messick S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50, 741-749. http://dx.doi.org/10.1037/0003-066X.50.9.741.
  • Mohr G. (1986). Die Erfassung psychischer befindensbeeinträchtigungen bei industriearbeitern. europäische hochschulschriften [The assessment of mental strain of industrial workers]. Frankfurt, Germany: Lang.
  • Mohr G. (1991). Fünf Subkonstrukte psychischen Befindensbeeinträchtigungen bei Industriearbeitern: Auswahl und Entwicklung [Five subconstructs of mental deterioration among blue collar workers: Selection and development]. In S. Greif, E. Bamberg & N. Semmer (Hrsg) Psychischer streß am arbeitsplatz [Mental stress at work]. (pp. 91-119) Göttingen, Germany: Hogrefe.
  • Mohr G., Müller A., & Rigotti T. (2005). Normwerte der Skala Irritation: Zwei dimensionen psychischer beanspruchung [Standarisation data of the Irritation Scale: Two dimensions of mental strain]. Diagnostica, 51, 12-20. http://dx.doi.org/10.1026/0012-1924.51.1.12.
  • Mohr G., Müller A., Rigotti T., Aycan Z., & Tschan F. (2006). The assessment of psychological strain in work contexts: Concerning the structural equivalency of nine language adaptations of the irritation scale. European Journal of Psychological Assessment, 22, 198-206. http://dx.doi.org/10.1027/1015-5759.22.3.198.
  • Mohr G., Rigotti T., & Müller A. (2005). Irritation: Ein instrument zur erfassung psychischer befindensbeeinträchtigungen im Arbeitskontext. Skalen-und Itemparameter aus 15 Studien [Irritation: An instrument assessing mental strain in working contexts. Scale and item parameters from 15 studies]. Zeitschrift für Arbeits-und Organizationspsychologie, 49, 44-48.
  • Muhonen T., & Torkelson E. (2004). Work locus of control and its relationship to health and job satisfaction from a gender perspective. Stress and Health, 20, 21-28. http://dx.doi.org/10.1002/smi.994.
  • Muthén L. K., & Muthén B. O. (1998-2010). Mplus User's guide. (6th Ed.). Los Angeles, CA: Muthén & Muthén.
  • Otto K., & Schmidt S. (2007). Dealing with stress in the workplace. Compensatory effects of belief in a just world. European Psychologist, 12, 272-282. http://dx.doi.org/10.1027/1016-9040.12.4.272.
  • Rosenberg M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
  • Salmela-Aro K., Kiuru N., Leskinen E., & Nurmi J. E. (2009). School Burnout Inventory. Reliability and validity. Journal of Psychological Assessment, 25, 48-57. http://dx.doi.org/10.1027/1015-5759.25.1.48.
  • Schaufeli W. B., Martínez I., Pinto A. M., Salanova M., & Bakker A. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33, 464-481. http://dx.doi.org/10.1177/0022022102033005003.
  • Scholz U., Gutiérrez-Doña B., Sud S., & Schwarzer R. (2002). Is general self-efficacy a universal construct? European Journal of Psychological Assessment, 18, 242-251. http://dx.doi.org/10.1027//1015-5759.18.3.242.
  • Sonnentag S., & Bayer U. V. (2005). Switching off mentally: Predictors and consequences of psychological detachment from work during off-job time. Journal of Occupational Health Psychology, 10, 393-414. http://dx.doi.org/10.1037/1076-8998.10.4.393.
  • Swick K. J. (1987). Student stress: A classroom management system. Washington DC: National Education Association.
  • Travers C. (2011). Unveiling a reflective diary methodology for exploring the lived experiences of stress and coping. Journal of Vocational Behavior, 79, 204-216. http://dx.doi.org/10.1016/j.jvb.2010.11.007.
  • Vigil-Colet A., Morales-Vives F., Camps E., Tous J., & Lorenzo-Seva U. (2013). Development and validation of the Overall Personality Assessment Scale (OPERAS). Psicothema, 25, 100-106. http://dx.doi.org/10.7334/psicothema2011.411.
Fuente de los datos: Dialnet