Development of stress scale to measure stress for vietnam undergraduate students m a

國立臺中教育大學教育資訊與測驗統計研究所 NATIONAL TAICHUNG UNIVERSITY OF EDUCATION Graduate Institute of Education information & Measurement 博士論文 DOCTORAL DISSERATION 指導教授：郭伯臣 博士 Advisor: Professor Bor-Chen Kuo, Ph.D DEVELOPMENT OF STRESS SCALE TO MEASURE STRESS FOR VIETNAM UNDERGRADUATE STUDENTS 研究生：潘氏秋月 Graduate: Phan- Thi Thu Nguyet January, 2017 ABSTRACT Stress becomes a significantly serious issue among Vietnam university students and we need valid, reliable and user-friendly tools to understand it more The purpose of this present study is to develop the Vietnam undergraduate stress scale for measuring the psychological stress of Vietnam university students This study is innovative in the sense that, to the best of the researcher’s knowledge, such a scale has not been developed in Vietnam as yet In this vein, the questionnaire was administered to 1,750 (495 males and 1,255 females) Vietnam university students who participated in this research In the sample, there were 708 (34%) freshmen, 537 (30.7%) sophomores, 458 (26.2%) juniors, and 137 (7.8%) seniors undergraduates from the sciences (n=705, 40.3%) and social sciences (n=1,045, 59.7%) faculties at nine departments at four universities in the survey Each item has five Likert response options, typically being ‘never’, ‘rarely’, ‘sometimes’, ‘often’, ‘almost always’ The version of the Vietnam undergraduate stress scale consisted of 68 items was constructed The items belonged to six subscales that covered the academic, environment, family, financial, behavior, and psychology domains Exploratory factor analysis and structural equation modelling were used to validate the scales This study presented new results from first-order factor model and second-order factor model by applying the CTT scores and IRT measures into structural equation modelling to find the best model-fit The expected relationship between the scales and the criterion measures was tested The data were statistically tested and a final version of 36 items was compiled Structure equation model revealed that a second-order model on the IRT scores of the items provided the best goodness-of-fit The Vietnam undergraduate I stress scale was found to have good internal consistency (Cronbach’s alpha of the subscales ranged from 0.645 to 0.828) The results also reported the Chi-square value (𝜒𝜒 ) = 2106.07, df =582, the Chi-square to df ratio of 3.62, RMSEA=.039, SRMR=.001, AGFI=.915, and GFI=.925, which together indicate satisfactory from second-order model Furthermore, the Vietnam undergraduate stress scale is an efficient, reliable, and valid tool for assessing stress among university students II ACKNOWLEDGEMENTS First of all, I would like to send my gratitude and special thanks to my supervisors, Professor Bor-Chen Kuo and Professor Mok Mo Magdalena Ching, for their wisdom, advice, patience, and most importantly their constant encouragement during my studying at Graduate Institute of Educational Information and Measurement for four years of my PhD study Without their insights and encouragement, I will not have this important day I am so lucky to be in their supervision I would also like to thank Professor Shu-Chuan Shih, the dean of Graduate Institute of Educational Information and Measurement and all of the Committee members for their assistance and support I remembered the first stage when I begin to write my dissertation proposal, their thoughtfulness and guidance in both academic and informal aspects was a strong step stone for me to try harder and harder In addition, my very warm thanks go to other great professors, friends, Vietnamese students, international students, Taiwanese friends, who have enthusiastically supported me during the time I have been here in Taiwan Finally, I would send thanks to my sweet family, my students for their endless support, patience, encouragement and warm love to me III IV TABLE OF CONTENTS ABSTRACT……………………………………………………………….……………… I ACKNOWLEDGEMENTS…………………………………… ……………………… III TABLE OF CONTENTS……………………………… ………………… V LISTS OF FIGURES…………………………………………………… ……………… IX LISTS OF TABLES……………………………………………………………………… XI LIST OF ABBREVIATION…………………………………………… ……………… XIII LIST OF SYMBOLS OF MEASUREMENT MODEL……………… …………….… XV CHAPTER 1: INTRODUCTION 1.1 Research Background…………………………………………………… 1.2 Vietnamese Students Stress……………………………………………… 1.3 Purpose of the present study……………………………………………… 1.4 Significance of the study ………………………………………………… CHAPTER 2: LITERATURE REVIEW 2.1 2.2 2.3 Definition of Stress……………………………………………………… Application of the traditional cause-and-effect model in present research…………………………………………………………………… 11 Review of empirical studies……………………………………………… 12 2.3.1 Behavior problems………………………………………………………… 13 V 2.3.2 Academic performance …………………………………………………… 14 2.3.3 Family involvement……………………………………………………… 14 2.3.4 Teacher-student relationship……………………………………………… 15 2.3.5 Financial obligation……………………………………………………… 16 2.3.6 Psychological symptom…………………………………………………… 17 2.4 Pervious development of stress scales on university students…………… 17 2.5 Research questions………………………………………………………… 22 CHAPTER 3: METHODOLOGICAL 23 Sampling and setting: the description of the sample and demographic 3.1 statistics …………………………………………………………… 3.2 23 Development of the instrument…………………………………………… 26 3.2.1 Research questions………………………………………………………… 26 3.2.1.1 Demographic questions…………………………………………………… 26 3.2.1.2 Scale design ……………………………………………………… 26 3.2.1.3 Item bank development………………………………………………… 27 Procedure for analysis the stress scale of Vietnam undergraduat 3.3 students…………………………………………………………………… 29 3.4 Exploratory factor analysis approach …………………………………… 30 3.5 Item response theory approach…………………………………………… 30 3.5.1 A multidimensional item response theory (MIRT) model………………… VI 32 3.6 The structural equation modeling for CTT and Rasch…………………… 33 Compare and choose the ‘best’ models according to criteria between 3.7 CTT/IRT and mediator/higher-order models……………………………… 34 3.8 Data collection procedure………………………………………………… 3.9 Ethical consideration…………,…………………………………………… 36 CHAPTER RESULTS 36 39 4.1 Exploratory factor analysis approach …………………………………… 39 4.2 Classical test theory scores approach ………………………… ………… 45 4.2.1 The first-order constructs based on CTT scores…………………………… 45 4.2.2 The second-order constructs based on CTT scores……………………… 48 4.3 Item response theory approach …………………………………………… 49 4.3.1 4.3.2 4.4 The first-order factor……………………………………………………… 57 The second-order factor…………………………………………………… 59 Model comparison of CTT and IRT……………………………………… 60 4.4.1 First-order model from CTT scores and IRT scores……………………… 61 4.4.2 Second-order model from CTT scores and IRT scores…………………… 62 CHAPTER DISCUSSION AND FUTURE DIRECTION 5.1 65 Main findings …………………………………………………………… 65 5.1.1 Results of CTT scores…………………………………………………… 66 5.1.2 Results of IRT scores……………………………………………………… 67 VII 5.1.3 Comparison of CTT scores and IRT scores……………………………… 68 5.2 Strengths and limitations………………………………………………… 69 5.3 Implications ……………………………………………………………… 70 Reference ………………………………………………………………………… 73 VIII LISTS OF FIGURES Figure 2-1 Figure 3-1 Traditional cause-and-effect research model……………… Procedure for analysis the stress scale for Vietnam undergraduate students………………… ………………… ………………………… 11 29 Figure 4-1 First-order factor model………………………………………… …… 46 Figure 4-2 Second-order model……………………………………………….…… 48 Figure 4-3 MIRT Latent-variable Item-person map…………………………… … 55 Figure 4-4 The first-order (mediation) factor with IRT scores………………….…… 57 Figure 4-5 The higher-order factor with IRT scores ……………………………… 59 IX Marsh, H W (2007) Application of confirmatory factor analysis and structural equation modeling in sport/exercise psychology In G Tenenbaum & R.C Eklund (Eds.), Handbook of Sport Psychology, (3rd ed., pp 774-798) New York: Wiley Martin, J.L., Dean, L., Garcia, M., & Hall, W (1989) The impact of AIDS on a gay community: changes in sexual behaviour, 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DEVEPMENT OF A STRESS SCALE TO MEASURE STRESS OF VIETNAM UNIVERSITY STUDENT Instructions: Answer all 36 of the following question about how you feel and how thing have been going with you during the past month Mark the response that best applies to you Have a beautiful day! ☺ BEHAVIOR QUESTION I easy to get angry 0 Never ○ STRESS 1 Rarely ○ Never Never Never Never Rarely Rarely Rarely Rarely 2 ○ Sometimes Sometimes Sometimes Sometimes Sometimes 3 Often ○ 4 Almost always ○ Often Often Often Often Almost always Almost always Almost always Almost always Sometimes Sometimes Often Often Almost always Almost always I have a negative outlook on life Never Rarely Never Rarely PSYCHOLOGY Never Rarely Sometimes Often Almost always I feel nervous and anxious Never Rarely Sometimes Often Almost always 10 I find it hard to sleep or stay asleep 11 I get sad easily but I don’t know why Never Never Rarely Rarely Sometimes Sometime Often Often Almost always Almost always I hurt myself when I feel depressed I blame myself for what has happened I have suffered from tension headaches I study for a long time (overnight even on holidays) I lack of patience I often sit alone 91 12 I tend to increase rapidly the normal work Never Rarely (driving fast, go fast ) ACADEMIC 13 I fear while to wait for test results Never Rarely 14 I worry about my English ability Never Rarely 15 I disappointed about my test results Never Rarely 16 I force myself to ensure the course is well Never Rarely done 17 I find difficulty concentrate Never Rarely 18 I have a problem understand the lectures Never Rarely Sometime Often Almost always Sometimes Sometimes Sometimes Sometimes Often Often Often Often Almost always Almost always Almost always Almost always Sometimes Sometime Often Often Almost always Almost always FAMILY 19 I get nervous when my family high expectation on me 20 I rarely stay in touch with my family 21 My family yells at me 22 I lost the support of family 23 My parents are so strict on me 24 I study in this school because my family forces me to so Never Rarely Sometimes Often Almost always Never Never Never Never Never Rarely Rarely Rarely Rarely Rarely Sometimes Sometimes Sometimes Sometimes Sometimes Often Often Often Often Often Almost always Almost always Almost always Almost always Almost always 25 I have not received enough the study material 26 I lack the support from lectures 27 I am very worried about life after graduating from university 28 I feel no interest in the school’s activities 29 I have problems knowing where to go for help and get information Never Rarely Sometimes Often Almost always Never Never Rarely Rarely Sometimes Sometimes Often Often Almost always Almost always Never Never Rarely Rarely Sometimes Sometimes Often Often Almost always Almost always FINANCIAL Never Rarely Sometimes Often Almost always Never Never Rarely Rarely Sometimes Sometimes Often Often Almost always Almost always Never Never Never Rarely Rarely Rarely Sometimes Sometimes Sometimes Often Often Often Almost always ○5 Almost always Almost always Never Rarely Sometimes Often Almost always ENVIRONMENT 30 I borrow money from my friends when the budget has trouble 31 I consider about finding a part time job 32 I have not enough money to pay for doctor/dentist or medicine when gets sick 33 I eat the instant noodle to save the money 34 I cannot buy things like my friends 35 I worry about tutor fee that my family needs to pay for school 36 I have borrowed money from the community/bank that support for students PERSONAL INFORMATION What is your gender? 92 (1) Male (2) Female How old are you? (1) 16 -19 years old (2) 20 - 25 Years old (3) 26 – 30 years old (4) 30 - 35 years old (5) 36 above Which year are you in? (1) Freshmen (2) Sophomores (3) Juniors (3) Seniors Which university are you at? (1) The Ho Chi Minh University of Social sciences & Humanities (2) Ho Chi Minh university of Science (3) The University of Labor & Social Affairs (4) University of Economics & Law What is your religion? (1) Buddhist (2) Catholics (4) None religion (3) Protestant (5) Others What is the state about your parents’ connubiality? (1) Living together (2) Father (mother) lost (3) Step father (mother) (5) Divorced Parents Where are you living now? (1) In the dormitory (2) In a rent house/room (3) In an acquaintance s’ house (4) in your partner’s house (5) Others What is your relationship status? (1) Single (2) Married (3) Partner’s love (4) Divorced 10 Which is your ethnic group? (1) Kinh (4) Chăm (2) Vietnamese-Chinese (3) Khmer (5) Others 11 What is your majors? (1) Sciences (2) Social Sciences 12 What are you study? (1) Education (2) Math (3) English Linguistic & Literature 93 (4) Economic (5) Social work (7) Management Resources (6) Sociology (8) Journalism and Communication (9) Tourism 94 APPENDIX A (Continued) Vietnam Stress Scale-Vietnamese Version STRESS KIỂM TRA CHÍNH BẠN! PHÁT TRIỂN MỘT THANG ĐO ĐÁNH GIÁ VỀ CĂNG THẲNG CỦA SINH VIÊN ĐẠI HỌC VIỆT NAM Hướng dẫn: Trả lời 36 câu hỏi ứng với tình trang mà bạn cảm giác suốt thời gian qua Đánh dấu vào ô trả lời phù hợp với bạn Chúc bạn ngày vui vẻ ☺! CĂNG THẲNG Hiếm Thỉnh thoảng Hiếm Thỉnh thoảng Thường xuyên Thường xuyên Hầu hết thời gian Hầu hết thời gian Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Thường xuyên Thường xuyên Hầu hết thời gian Hầu hết thời gian Không Hiếm Thỉnh thoảng Hiếm Thỉnh thoảng TÂM LÝ Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian HÀNH VI CÂU HỎI Tôi dễ dàng giận Không Tơi làm đau Khơng tơi thấy buồn Tơi đổ lỗi cho Khơng chuyện xảy Tôi chịu đựng Không đau đầu Tôi học nguyên đêm, Không vào ngày nghỉ lễ Tôi thiếu kiên nhẫn Không Tôi thường ngồi Khơng Tơi nhìn sống với ánh mắt tiêu cực Tôi cảm thấy căng thẳng lo sợ 10 Tơi khó ngủ khó chìm vào giấc ngủ 95 11 Tơi dễ dàng giận Không không hiểu 12 Tơi có xu hướng tăng nhanh Khơng cơng việc bình thường (lái xe nhanh, nhanh ,) Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Thường xuyên Hầu hết thời gian 13 Tôi lo sợ đợi kết kiểm tra 14 Tôi lo lắng khả tiếng Anh 15 Tôi thất vọng kết kiểm tra 16 Tơi buộc thân phải đảm bảo kết thật tốt cho khóa học 17 Tơi thấy khó khăn tập trung 18 Tơi thấy khó khăn hiểu Khơng HỌC TẬP Hiếm Thỉnh thoảng Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian 19 Tơi thấy căng thẳng gia đình kỳ vọng cao 20 Tơi liên lạc với gia đình 21 Gia đình hay chửi mắng tơi 22 Tơi khơng có hổ trợ từ gia đình 23 Cha mẹ nghiêm khắc với 24 Tôi học trường cha mẹ tơi bắt buộc Khơng GIA ĐÌNH Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Không Hiếm Hiếm Thỉnh thoảng Thỉnh thoảng Thường xuyên Thường xuyên Hầu hết thời gian Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian MÔI TRƯỜNG 25 Tôi không nhận đủ dụng cụ hổ trợ học tập 26 Tôi thiếu hổ trợ từ giảng viên 27 Tôi cảm thấy lo lắng làm tốt nghiệp 28 Tơi khơng thấy hào hứng hoạt động trường 29 Tôi hỏi thông tin trường đâu Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian 96 TÀI CHÍNH 30 Tơi hay mượn tiền bạn 31 Tơi cân nhắc tìm việc làm thêm 32 Tơi không đủ tiền để trả chon sĩ/ y tế sức khỏe tơi có vấn đề 33 Tơi ăn mì tơm để tiết kiệm tiền 34 Tơi khơng thể mua số thứ giống bạn 35 Tôi lo lắng tiền học phí mà gia đình phải trả cho trường 36 Tơi có mượn tiền từ Ngân hàng hổ trợ cho sinh viên Không Không Hiếm Hiếm Thỉnh thoảng Thỉnh thoảng Thường xuyên Thường xuyên Hầu hết thời gian Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian Không Hiếm Thỉnh thoảng Thường xuyên Hầu hết thời gian THÔNG TIN CÁ NHÂN Giới tính bạn (2) Nữ (1) Nam Bạn tuổi (1) 16-19 tuổi (2) 20-25 tuổi (4) 30-35 tuổi (5) 36 tuổi Bạn sinh viên năm thứ mấy? (1) Năm (3) 26-30 tuổi (2) Năm hai (3) Năm ba (3) Năm tư Trường đại học mà bạn theo học? (1) Đại học Khoa học xã hội & Nhân văn (2) Đại học Khoa học Tự nhiên (3) Đại học Lao động Xã hội (4) Đại học Kinh tế Luật Tôn giáo bạn?7 (1) Phật giáo (2) Thiên chúa giáo (3) Tin lành (4) Không tôn giáo (5) Tơn giáo khác Tình trạng nhân cha mẹ bạn? (1) Sống chung (2) Cha/mẹ (3) Cha/mẹ kế (4) Cha mẹ ly dị 97 Hiện bạn sống đâu? (2) Phòng trọ cho thuê (1) Ký túc xá (4) Sống với người yêu (3) Nhà bà (5) Nơi khác Mối quan hệ bạn? (1) Độc thân (2) Lập gia đình (3) Có người u (4) Ly dị Bạn dân tộc gì? (1) Kinh (4) Chăm (2) Người Hoa (3) Khmer (5) Khác 10 Chuyên ngành mà bạn học? (1) Khoa học Tự nhiên (2) Khoa học Xã hội 11 Bạn học khoa gì? (1) Khoa Giáo dục (2) Toán-tin (4) Khoa Kinh tế (3) Khoa Ngữ văn Anh (5) Khoa Công tác xã hội (6) Khoa xã hội học (7) Quản trị nhân (8) Khoa Báo chí Truyền thơng (9) Khoa du lịch 98 ... The aim of the study is to develop a scale to accurately measure the stress of Vietnam undergraduate students The objectives of the study are: (1) to develop the Vietnam undergraduate Stress scale; ... the minimal number of factor among the observed variables of sub-dimensionality of the Vietnam undergraduate students stress items, According to Anderson, Jame & David, (1988), exploratory factor... factor analysis is a useful scale development technique for reducing a large number of indicators to a more manageable set As Ford, McCallum and Tait (1986) point out that factor analysis is the most