جستجوی مقالات مرتبط با کلیدواژه "gender invariance" در نشریات گروه "علوم انسانی"

The present study aimed at examining the gender invariance of factorial structure of the Academic Expectations Stress Inventory (AESI, Ang and Huan, 2006).

A sample of 327 male and 353 female high school students were administered the AESI. Multi-group confirmatory factor analysis was used to examine the cross-gender validity and invariance of factorial structure of AESI. The results of single-group confirmatory factor analysis revealed that the two-factor model of AESI, consisting of academic stress arising from self-expectations and academic stress arising from other-expectations across gender groups, fit to the data well.

The results of multi-group confirmatory factor analysis confirmed the cross-gender invariance of factorial structure, factor loadings, and factor variances and co-variances of the AESI across both samples. Multivariate analysis of variance results indicated that no significant gender differences were found on academic stress arising from self-expectations and academic stress arising from other-expectations.

The findings confirmed the gender invariance of factorial structure of AESI across gender groups and indicated that AESI is a promising tool for evaluating academic stress arising from self and others’ expectations in gender subgroups.

The purpose of this study was testing cross-gender generability of the model of structural relationships between personality traits, coping styles, perceived academic stress and reactions to stressors with scales of subjective well-being. In the correlational study, from total of 5000 students, from regions of 5 and 12 of Tehran, 400 students (160 males and 240 females), who were selected by multistage random sampling method, completed the Big Five Inventory BFI, John, Donahue & Kentle (1991), the Coping Inventory for Stressful Situations-Short Form, Cohan, Jang &Stien (2006), Student-Life Stress Inventory, Gadzella & Baloglu (2001), and Scales of Subjective Well-being of Keyes, Shmotkin & Ryff (2002). The results of the moderating effects of sex groups by multiple regression models showed that relationship between personality traits, coping styles, perceived academic stress and reactions to stressors with subjective well-being was similar for the two sex samples. In sum, these results show that functional properties of the multiple psychological constructs for predicting emotional and cognitive components of subjective well-being were similar for the two sex samples. Therefore, to enhance subjective well-being among male and female university students, similarity in content of intervention programs is suggested.