Confirmatory Factor Analysis and Internal Consistency of the Student-life Stress Inventory.

Confirmatory Factor Analysis and Internal Consistency of the Student-life Stress Inventory. The validity and reliability of the Student-life Stress Inventory,SSI (1) See server-side include and single-system image.(2) (Small-Scale Integration) Less than 100 transistors on a chip. See MSI, LSI, VLSI and ULSI. 1. (electronics) SSI - small scale integration.2. , was studied by analyzing the responses made to it by 381 studentswho were enrolled in classes at a state university. The confirmatoryfactor analyses Verb 1. factor analyse - to perform a factor analysis of correlational datafactor analyzeanalyse, analyze - break down into components or essential features; "analyze today's financial market" and the analysis of variance were used to compute To perform mathematical operations or general computer processing. For an explanation of "The 3 C's," or how the computer processes data, see computer. thevalidity. The internal consistency In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. was used to determine the SSI'sreliability. Previously, no factor analysis was computed on the SSI.However, on the other data, the findings concurred with those previouslyreported, confirming the reliability of the SSI. The confirmatory factoranalyses buttressed but��tress?n.1. A structure, usually brick or stone, built against a wall for support or reinforcement.2. Something resembling a buttress, as:a. The flared base of certain tree trunks.b. the notion that the SSI is a valid measurementinstrument in determining college students' stressors, reactions tostressors, and their overall stress index.The Student-Life Stress Inventory, SSI, (Gadzella, 1991) is aninstrument designed to study college students' stressors and theirreactions to stressors. The inventory is a self-report, paper and pencilquestionnaire consisting of 51 items listed under nine categories. It isbased on a theoretical model described by Morris (1990). The modelfocuses on five types (categories) of stressors (Frustrations,Conflicts, Pressures, Changes, and Self-imposed) and four types(sections) of reactions to stressors (Physiological physiological/phys��i��o��log��i��cal/ (-loj��i-kal) pertaining to physiology; normal; not pathologic. phys��i��o��log��i��calor phys��i��o��log��icadj. Abbr. phys.1. , Emotional,Behavioral, and Cognitive Appraisal)(*){1}.Numerous studies have been conducted using the SSI. Some of thesestudies reported the validity and reliability of this inventory. Forinstance, concurrent validities concurrent validity,n the degree to which results from one test agree with results from other, different tests. for the SSI were reported in 1993(Gadzella & Guthrie) for 87 students' responses and in 1994(Gadzella) for 290 students' responses. In each study,students' perceptions of their stress levels (mild, moderate, orsevere) and their responses to the items in the SSI were analyzed an��a��lyze?tr.v. an��a��lyzed, an��a��lyz��ing, an��a��lyz��es1. To examine methodically by separating into parts and studying their interrelations.2. Chemistry To make a chemical analysis of.3. usinganalyses of variance. Results showed significant differences among thestudents' stress levels on the nine categories, the two sections(Stressors, and Reactions to Stressors), and the total stress score.In 1998, Gadzella, Masten, and Stacks reported significantcorrelations between the SSI scores and the scores in three otherinstruments: Inventory of Learning Processes (Schmeck, Ribich, &Ramanaiah, 1977); Test Anxiety Inventory (Spielberger, 1980); andInternality, Powerful Others, and Chance Locus of Control locus of controln.A theoretical construct designed to assess a person's perceived control over his or her own behavior. The classification internal locus indicates that the person feels in control of events; external locus (Leverson,1981). In these studies, Pearson product-moment correlations showed somesignificant positive and negative correlations Noun 1. negative correlation - a correlation in which large values of one variable are associated with small values of the other; the correlation coefficient is between 0 and -1indirect correlation between the scores.Other studies reported the reliability of the SSI. For instance, in1991, Gadzella, Fullwood, and Ginther computed the internal consistencycoefficients for each of the nine categories and the total inventoryvalues of the SSI for 95 students on 3-week test-retest responses. Thecorrelations for the test-retest responses ranged from .57 (CognitiveAppraisal, a reaction to stressors) to .76 (Emotional, a reaction tostressors). In another study (Gadzella & Guthrie, 1993), Pearsonproduct-moment correlations were computed for 87 students on 3-weektest-retest responses. The correlations for the whole inventory were .78for the total group, .92 for the men, and .72 for the women.Other studies using the SSI (Gadzella, 1994; Gadzella &Fullwood, 1992; Gadzella, Fullwood, & Tomcala, 1992; Gadzella,Ginther, & Fullwood, 1993) reported differences and patterns betweengroups (e.g., gender, college status, stress levels, and age). Variousstatistical methods were used in these studies: analysis of variance(ANOVA anovasee analysis of variance.ANOVAAnalysis of variance, see there ), t-tests, Pearson product-moment correlations, and the internalconsistencies. The use of above-mentioned statistical methods inanalyzing research data concurs with the findings reported by Hoyle(1994). He summarized the most frequently used statistical procedures,in a 20-years period, in the Journal of Consulting and ClinicalPsychology The Journal of Consulting and Clinical Psychology (JCCP) is a bimonthly psychology journal of the American Psychological Association. Its focus is on treatment and prevention in all areas of clinical and clinical-health psychology and especially on topics that appeal to a broad , JCCP JCCP Journal of Cross Cultural PsychologyJCCP Journal of Consulting and Clinical PsychologyJCCP Japan Center for Conflict PreventionJCCP Journal of Clinical Chiropractic PediatricsJCCP Jefferson County Community Partnership . Hoyle reported that in the years 1972, 1982, and 1992,published research used primarily statistical methods such as: ANOVA,t-tests, and correlations. Not many of the studies used the multipleregression Multiple regressionThe estimated relationship between a dependent variable and more than one explanatory variable. , factor analysis, or structural modeling. The use of thesimpler (or traditional) statistical methods in analyzing tests andresearch data may be due to what average readers understand and/or whatgraduate students know how to use and explain when reporting their data.Aiken, West, Sechrest, Reno, Roediger, Scarr, Kazden, and Sherman(1990) reported, from a survey they conducted, that statistical coursesin graduate psychology programs lack the training for more complex andspecific methods in analyzing measurement instruments. Due to the morecomplex and specific research questions that are currently raised, Reissand Stiller (1992) and Hoyle (1994) pointed out that there is a need toadopt the newer, more sophisticated statistical methods (e.g.,structural equation modeling Structural equation modeling (SEM) is a statistical technique for testing and estimating causal relationships using a combination of statistical data and qualitative causal assumptions. ).The purpose of this study was to report on the validity andreliability of the SSI. In addition to computing computing - computer the concurrentvalidity, the internal consistency coefficients and confirmatory factoranalyses were employed.According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. Bentler (1998)" measurement models used instructural modeling are confirmatory factor analysis In statistics, confirmatory factor analysis (CFA) is a special form of factor analysis. It is used to assess the the number of factors and the loadings of variables. models" (p.183). In confirmatory factor analysis, the researcher knows whichvariables are good indicators of the factor(s). With reference to theSSI, there are five categories (Frustrations, Conflicts, Pressures,Changes, and Self-imposed), which describe the types of stressors. Thereare also four categories (Physiological, Emotional, Behavioral, andCognitive Appraisal), which describe the reactions to stressors.The procedure usually used in computing the confirmatory factoranalysis is to determine the intercorrelations among the variables.Then, a confirmatory factor analysis is computed (based on models set upon data to be analyzed) to determine how much each variable contributesto each factor and the total measurement instrument.MethodSubjects: There were 381 students, enrolled in psychology classesat a southwestern state university, who volunteered to respond to theSSI. In this group, there were 120 men, 258 women, and three studentswho did not report their gender; 120 were freshmen, 75 sophomores, 107juniors, 65 seniors and graduates, and 14 individuals who did not reporttheir college status. Their ages ranged from 17 to 57 years with a meanof 24.47 years and standard deviation In statistics, the average amount a number varies from the average number in a series of numbers. (statistics) standard deviation - (SD) A measure of the range of values in a set of numbers. of 8.02.Procedure: In responding to the SSI, subjects first indicated theperceptions of their stress level (mild, moderate, or severe). Then,subjects responded to the inventory by rating each item in the SSI usinga 5-point scale in Liken lik��en?tr.v. lik��ened, lik��en��ing, lik��ensTo see, mention, or show as similar; compare.[Middle English liknen, from like, similar; see like2 format with 1 = never, 2 = seldom, 3 =occasionally, 4 = often, 5 = most of the time. The values of the firsteight categories are summed and recorded. The values of the lastcategory (Cognitive Appraisal) are first revised, then summed andrecorded. The total score of the inventory is the summation summationn. the final argument of an attorney at the close of a trial in which he/she attempts to convince the judge and/or jury of the virtues of the client's case. (See: closing argument) of thevalues for the nine categories.ResultsTo perform the confirmatory factor analysis, intercorrelations forthe nine categories, two sections (Stressors, and Reactions toStressors), and the Total SSI were computed. These intercorrelations aresummarized in Table 1 along with the means and standard deviations forthe nine categories.Table 1Interrelationships Among the Categories, Sections, and Total SSI andMeans and Standard Deviations for the Nine Categories CategorySection Category 1 2 3 4Stressors .80(*) .59(*) .82(*) .74(*) 1. Frustrations 2, Conflicts .39(*) 3. Pressure .55(*) .41(*) 4. Changes .52(*) .32(*) .59(*) 5. Self-imposed .36(*) .31(*) .48(*) .34(*)Reactions toStressors .49(*) .38(*) .54(*) .51(*) 6. Physiological .45(*) .38(*) .48(*) .45(*) 7. Emotional .48(*) .35(*) .56(*) .50(*) 8. Behavioral .38(*) .29(*) .40(*) .44(*) 9. Cognitive -.20(*) -.21(*) -.16(*) -.21(*)Total .68(*) .52(*) .72(*) .67(*)Mean 17.65 8.25 14.08 8.11Standard Deviations 4.25 2.00 3.28 2.75 CategorySection Category 5 6 7 8 9Stressors .71(*) .59(*) .65(*) .51(*) -.28(*) 1. Frustrations 2, Conflicts 3. Pressure 4. Changes 5. Self-imposedReactions toStressors .47(*) .93(*) .79(*) .80(*) -.14(*) 6. Physiological .44(*) 7. Emotional .49(*) .64(*) 8. Behavioral .36(*) .58(*) .57(*) 9. Cognitive -.25(*) -.25(*) -.28(*) -.15(*)Total .63(*) .86(*) .80(*) .74(*) -.22(*)Mean 21.82 31.06 12.17 17. 95 6.02Standard Deviations 3.89 9.83 3.90 5.11 2.12(*) p < .001As shown in Table 1, all correlation coefficients Correlation CoefficientA measure that determines the degree to which two variable's movements are associated.The correlation coefficient is calculated as: among thecategories, sections, and the Total SSI were significant (p [is lessthan] .001). The highest correlation (r = .64) among the categories wasbetween the scores on Emotional and Physiological (reactions tostressors) and the lowest correlation (r = -.15) was between the scoreson Cognitive Appraisal and Behavioral (reactions to stressors). For thewhole inventory, the highest correlation (r = .86) was between thescores on Physiological category (a reaction to stressors) and the TotalSSI and the lowest correlation (r = -.22) was between the scores onCognitive Appraisal category (a reaction to stressors) and the TotalSSI.Next, the confirmatory factor analysis was computed. When this typeof analysis is conducted, models are set up for the data studied and thegoodness-of-fit statistics are used to test the hypothesis. The modelsset up for this study were the Stressor model, Reactions to Stressorsmodel, and the Total SSI model.In the first model (Stressors), it was hypothesized that the fivecategories (Frustrations, Conflicts, Pressures, Changes, Self-imposed)would adequately define the Stressors section (a summary of therelationships among all the variables studied on SSI are displayed inFigure 1 and a summary of the goodness-of-fit analyses are presented inTable 2).[ILLUSTRATION OMITTED]Table 2Goodness-of-Fit Summaries for Sections (Stressors and Reactions toStressors), and the Models (Stressors, Reactions to Stressors, andthe Total SSI) Goodness of Fit SummarySection df Model df [chi GFI AGFI RMSEA square]Stressors 10 533.61(*) 5 9.87 .99 .97 .05Reactions to 6 416.89(*) 2 5.21 .99 .97 .06 StressorsTotal 36 1172.83(*) 22 53.37(*) .97 .95 .06(*) p < .001GFI = Goodness-of-Fit Index greater than .90 indicate adequate fit(Bentler & Bonett, 1980)AGFI = Adjusted Goodness-of-Fit Index greater than .90 indicatesadequate fit (Bentler & Bonett, 1980)RMSEA = Root Mean Square Approximation less than .10 indicate adequatefit (Bentler & Bonett, 1980)The hypothesis for the first model was supported. The results([X.sup.2] (10) = 533.61, p [is less than] .0001) showed that the fivecategories in this model were significantly related to the Stressorssection (see Figure 1 and Table 2).Referring to the data from the goodness-of-fit index, thetheoretical model (which is the base s for the Stressors section) andthe model from the data for the Stressors section did not differsignificantly, [X.sup.2] (5) = 9.87, p [is greater than] .05. Stateddifferently, it means that the two models were similar. According toBentler and Bonett (1980), when the Goodness-of-Fit and AdjustedGoodness-of-Fit Indexes are greater than .90, the analyses indicateadequate fit of the models. Also, according to Bentler and Bonett(1980), when the Root Mean Square Error of Approximation approximation/ap��prox��i��ma��tion/ (ah-prok?si-ma��shun)1. the act or process of bringing into proximity or apposition.2. a numerical value of limited accuracy. is less than.10, the analysis indicates adequate fit of the models. Data in Table 2showed that the Goodness-of-Fit Index, GFI GFI Ground Fault InterrupterGFI Go For ItGFI Government-Furnished InformationGFI Growing Families InternationalGFI Goodness of Fit IndicesGFI Government Financial Institutions (Philippines)GFI Gross Farm Income , was .99, the AdjustedGoodness-of-Fit Index, AGFI AGFI Adjusted Goodness of Fit Index (statisticals)AGFI Adjusted Goodness of Fit Indices , was .99, and the Root Mean Square Error ofApproximation, RMSEA RMSEA Root Mean Square Error of Approximation , was .05. That is, all the data from the fivecategories of the Stressors (section) supported the model on stressors(see Figure 1 and Table 2).In the second model (Reactions to Stressors), it was hypothesizedthat the four categories (Physiological, Emotional, Behavioral, andCognitive Appraisal) would adequately define the Reactions to Stressorssection (see Figure 1). The hypothesis was supported. The results showedthat the four categories in the second model were significantly relatedto the Reactions to Stressors section, [X.sup.2] (6) = 416.89, p [isless than] .0001(see Figure 1 and Table 2). In terms of the modelgoodness-of-fit, the theoretical model (which is the basis for theReactions to Stressors section) and the model obtained from the data forthe Reactions to Stressors section did not differ significantly,[X.sup.2] (2) = 5.21, p [is greater than] .05. Stated simply, thegoodness-of-fit analysis showed that the two models (theoretical anddata obtained models) were similar. Furthermore, the Goodness-of-FitIndex, GFI, was .99, the Adjusted Goodness-of-Fit Index, AGFI, was .97,and the Root Mean Square Error of Approximation, RMSEA, was .06 (seeTable 2). All these indexes supported the model on Reactions toStressors with the four categories (see Figure 1 and Table 2).Then, the confirmatory factor analysis for the Total SSI modelincluded two latent Hidden; concealed; that which does not appear upon the face of an item.For example, a latent defect in the title to a parcel of real property is one that is not discoverable by an inspection of the title made with ordinary care. factors (Stressors, and Reactions to Stressors) thatdefined the general factor, Student-life Stress Inventory, SSI (seeFigure 1). It was hypothesized that the two factors (Stressors, andReactions to Stressors) would be related to the SSI general factor. Thehypothesis was supported. The results showed that the two factors(Stressors, and Reactions to Stressors) were significantly related tothe SSI general factor, [X.sup.2] (36) = 1172.83, p [is less than] .0001(see Figure 1 and Table 2). In addition, the Goodness-of-Fit Index, GFI,was .97, the Adjusted Goodness-of-Fit Index, AGFI, was .95, and the RootMean Square Error of Approximation, RMSEA, was .06 (see Table 2). All ofthe indexes supported the construct validity construct validity,n the degree to which an experimentally-determined definition matches the theoretical definition. of the general SSI factor,which was composed of the two factors, Stressors and Reactions toStressors (see Table 2 and Figure 1).The values for the confirmatory factor analyses of the Stressors,Reactions to Stressors, and the Total SSI are displayed in Figure 1. Inconfirmatory factor analysis, numerical numericalexpressed in numbers, i.e. Arabic numerals of 0 to 9 inclusive.numerical nomenclaturea numerical code is used to indicate the words, or other alphabetical signals, intended. values between factor(s) andindicator(s) indicate the factor loadings in terms of beta weights(Schumacker & Lomax, 1996). In the analyses of the SSI, all factorloadings for the categories and sections (Stressors, and Reactions toStressors) were significant (p [is less than] .05). However, thecontributions of the categories to the sections (Stressors, andReactions to Stressors) varied. For instance, the Frustrations categoryhad the highest factor loading (2.95) to the Stressors section; whereas,the Physiological category had the highest factor loading (7.91) to theReactions to Stressors section. The factor loadings (5.23) for the twosections (Stressors, and Reactions to Stressors) toward the SSI were thesame (see Figure 1).Concurrent validity was also computed for this group of subjects.An analysis of variance was used to determine the differences among thestress level groups (mild, moderate, and severe) and their responses tothe items in nine categories of the SSI. The results (see Table 3)showed that there were significant differences (p [is less than] .0001)among the groups in all nine categories, two sections, and the totalstress score.Table 3Means, Standard Deviations, and F-Ratios for Groups (Mild n = 73,Moderate n = 247, and Severe n = 61) on Ratings of Their Stressorsand Reactions to StressorsSection Category Group M SD F (2, 378)I. Stressors (Total) Mild 61.36 10.45 Moderate 70.02 11.53 55.74(*) Severe 80.80 12.05 Frustrations Mild 15.26 3.62 Moderate 17.56 3.87 34.14(*) Severe 20.87 4.46 Conflicts Mild 7.68 1.78 Moderate 8.49 1.91 8.71(*) Severe 9.08 2.35 Pressures Mild 11.62 3.24 Moderate 14.20 2.83 47.54(*) Severe 16.56 2.99 Changes Mild 6.44 1.96 Moderate 7.98 2.39 51.11(*) Severe 10.11 2.96 Self-imposed Mild 20.36 3.44 Moderate 21.80 3.78 12.72(*) Severe 23.66 4.10II. Reactions to Mild 57.07 12.71Stressors (Total) Moderate 66.37 13.32 56.41(*) Severe 82.62 17.80 Physiological Mild 24.82 8.00 Moderate 30.83 8.32 46.24(*) Severe 39.51 11.46 Emotional Mild 9.67 3.16 Moderate 12.06 3.51 48.17(*) Severe 15.59 3.74 Behavioral Mild 16.25 4.55 Moderate 17.31 4.32 36.78(*) Severe 22.57 6.10 Cognitive App. Mild 6.34 2.39 Moderate 6.18 1.98 9.75(*) Severe 4.95 2.04III. Total Inventory Mild 118.42 19.91 Moderate 136.40 20.98 71.72(*) Severe 163.43 26.45(*) p < .0001Tukey ad hoc For this purpose. Meaning "to this" in Latin, it refers to dealing with special situations as they occur rather than functions that are repeated on a regular basis. See ad hoc query and ad hoc mode. tests were computed for all categories, the twosections (Stressors, and Reactions to Stressors), and the Total SSI. Theresults showed that (a) in all categories (except the CognitiveAppraisal), the two sections, and Total SSI, the "severe"group scored significantly higher (p [is less than] .001) than the"moderate" and "mild" groups, respectively, and (b)in all categories (except the Cognitive Appraisal and Behavioral), the"moderate" group scored significantly higher (p [is less than].001) than the "mild" group. Higher scores mean that thegroup(s) had experienced more stressors and reactions to stressors.The items in the Cognitive Appraisal category dealt with whetherthe respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. thought and analyzed (a) how stressful their situationswere and (b) whether they used the most effective strategies. Theresearch data on Cognitive Appraisal category showed that the"severe" group reported significantly lower (p [is less than].001) scores than the "moderate" and "mild" groups,respectively. This would mean that the "severe" groupexperienced less stress in analyzing their stressful situations and thestrategies they used than the "moderate" and "mild"groups, respectively.On Behavioral and Cognitive Appraisal categories, the post-hoctests showed that the mean scores for the "mild" and"moderate" groups did not differ significantly. That is,although the mean scores were numerically nu��mer��i��cal? also nu��mer��icadj.1. Of or relating to a number or series of numbers: numerical order.2. Designating number or a number: a numerical symbol. different, they did not differsignificantly statistically.Internal consistencies were computed for the nine categories, thetwo sections (Stressors, and Reactions to Stressors), and the Total SSIfor men, women, and the total group (see Table 4). The lowest internalconsistency was .63 for the total group on Self-imposed stressors andthe highest internal consistencies were .92 for (a) the men and thetotal group on the Frustration stressors and (b) the women and the totalgroup on the Total SSI.Table 4Internal Consistencies (Alphas) for Student-life Stress Inventory bySections and Categories for Gender and Total Groups AlphaSection Category Group Men Women Total (n=120) (n=258) (n=381)Stressors (Total) .92 .91 .92 Frustrations .74 .69 .70 Conflicts .68 .67 .68 Pressures .81 .79 .80 Changes .86 .87 .86 Self-imposed .64 .64 .63Reactions to Stressors (Total) .79 .74 .75 Physiological .89 .84 .86 Emotional .83 .82 .82 Behavioral .78 .69 .71 Cognitive App. .89 .78 .82Total Inventory .90 .92 .92Discussions and ConclusionsIn the present study, various analyses were used to obtaininformation on the validity and reliability of the Student-life StressInventory, SSI. Previous studies have reported the concurrent validity(Gadzella & Guthrie, 1993; Gadzella, 1994; Gadzella, Masten, &Stacks, 1998) using the analysis of variance, and the reliability(Gadzella & Guthrie, 1993; Gadzella, Fullwood, & Ginther, 1991)using Pearson product-moment correlations and the internal consistencyfor the SSI. The findings in the present study concur CONCUR - ["CONCUR, A Language for Continuous Concurrent Processes", R.M. Salter et al, Comp Langs 5(3):163-189 (1981)]. with thosepreviously reported.The data on the concurrent validity analyses on the SSI (Table 3)showed that there were significant differences among stress level groups(mild, moderate, and severe) on the stressors and reactions to stressorsthey experienced. For instance, individuals with "severe"levels of stress experienced a higher intensity of stressors andexhibited greater reactions to stressors than the individuals whosestress levels are considered to be "mild."This study also provided information on the internal consistency ofthe SSI. In the present study, the internal consistencies for 381subjects were .92 for the total test, .90 for men, and .92 for women.No previous study reported the factor analysis of the Studen-lifeStress Inventory, SSI. The confirmatory factor analysis, presented inthis study, provides specific information as to how the nine categories(Frustrations, Conflicts, Pressures, Changes, and Self-imposed,Physiological, Emotional, Behavioral, and Cognitive Appraisal), and twosections (Stressors, and Reactions to Stressors) are related to the SSIas a whole. This information buttresses the position that the inventoryis a valid research tool. That is, the data collected with the SSIprovide valid information on college students' stressors, reactionsto stressors, and their total stress index.To future researchers, who design various measurement instruments,the suggestion is made to compute the data collected on the instrumentsbut to use the more complex and specific methods, like the factoranalysis. The factor analysis, confirmatory factor analysis used in thepresent study, provided a more comprehensive analysis of the validity ofthe SSI.Student-life Stress Inventory(Gadzella, 1991, Copyrighted)I. STRESSORSA. As a student (frustrations):1. I have experienced frustrations due to delays in reaching mygoals.2. I have experienced daily hassles which affected me in reachingmy goals.3. I have experienced lack of sources (money for auto, books,etc.).4. I have experienced failures in accomplishing the goals that Iset.5. I have not been accepted socially (became a social outcast out��cast?n.One that has been excluded from a society or system.outcast ).6. I have experienced dating frustrations.7. I feel I was denied opportunities in spite of in opposition to all efforts of; in defiance or contempt of; notwithstanding.See also: Spite my qualifications.B. I have experienced conflicts which were:8. Produced by two or more desirable alternatives.9. Produced by two or more undesirable alternatives.10. Produced when a goal had both positive and negativealternatives.C. I experienced pressures:11. As a result of competition (on grades, work, relationships withspouse and/or friends).12. Due to deadlines (papers due, payments to be made, etc.).13. Due to an overload See information overload and overloading. (attempting too many things at one time).14. Due to interpersonal relationships This article or section may contain original research or unverified claims.Please help Wikipedia by adding references. See the for details.This article has been tagged since September 2007. (family and/or friends,expectations, work responsibilities).D. I have experienced (changes):15. Rapid unpleasant changes.16. Too many changes occurring at the same time.17. Change which disrupted dis��rupt?tr.v. dis��rupt��ed, dis��rupt��ing, dis��rupts1. To throw into confusion or disorder: Protesters disrupted the candidate's speech.2. my life and/or goals.E. As a person (self-imposed):18. I like to compete and win.19. I like to be noticed and be loved by all.20. I worry a lot about everything and everybody.21. I have a tendency to procrastinate pro��cras��ti��nate?v. pro��cras��ti��nat��ed, pro��cras��ti��nat��ing, pro��cras��ti��natesv.intr.To put off doing something, especially out of habitual carelessness or laziness.v.tr. (put off things that have tobe done).22. I feel I must find a perfect solution to the problems Iundertake.23. I worry and get anxious about taking tests.II. REACTIONS TO STRESSORS:F. During stressful situations, I have experienced the following(physiological):24. Sweating (sweaty sweat��y?adj. sweat��i��er, sweat��i��est1. Covered with or smelling of sweat.2. Causing sweat: a sweaty job. palms, etc.).25. Stuttering stutteringor stammering,speech disorder marked by hesitation and inability to enunciate consonants without spasmodic repetition. Known technically as dysphemia, it has sometimes been attributed to an underlying personality disorder. (not being able to speak clearly).26. Trembling tremblingvisible muscle tremor caused by fever, fear, weakness, electrolyte imbalance, especially hypocalcemia and hypomagnesemia, and neuromuscular disease.trembling disease (being nervous, biting bitingpertaining to the characteristic behavior of performing a bite.biting lousesee species of the insect suborder mallophaga.biting midgeinsects of the family ceratopogonidae. fingernails, etc.).27. Rapid movements (moving quickly, from place to place).28. Exhaustion ExhaustionSituation in which a majority of participants trading in the same asset are either long or short, leaving few investors to take the other side of the transaction when participants wish to close their positions. (worn out, burned out).29. Irritable irritable/ir��ri��ta��ble/ (ir��i-tah-b'l)1. capable of reacting to a stimulus.2. abnormally sensitive to stimuli.3. prone to excessive anger, annoyance, or impatience. bowels bow��el?n.1. a. The intestine. Often used in the plural.b. A part or division of the intestine: the large bowel.2. , peptic ulcers Peptic ulcersWounds in the stomach and duodenum caused by stomach acid and the bacterium Helicobacter pylori.Mentioned in: Tube Compression of the Esophagus and Stomach , etc.30. Asthma, bronchial bronchial/bron��chi��al/ (brong��ke-al) pertaining to or affecting one or more bronchi. bron��chi��aladj.Relating to the bronchi, the bronchial tubes, or the bronchioles. spasm, hyperventilation hyperventilation/hy��per��ven��ti��la��tion/ (-ven?ti-la��shun)1. abnormally increased pulmonary ventilation, resulting in reduction of carbon dioxide tension, which, if prolonged, may lead to alkalosis.2. .31. Backaches, muscle tightness (cramps), teeth-grinding.32. Hives, skin itching itchingor pruritusStimulation of nerve endings in the skin, usually incited by histamine, that evokes a desire to scratch. It is often transient and easily relieved. Pathological itching with skin changes usually signals dermatologic disease. , allergies AllergiesDefinitionAllergies are abnormal reactions of the immune system that occur in response to otherwise harmless substances.DescriptionAllergies are among the most common of medical disorders. .33. Migraine headaches Migraine HeadacheDefinitionMigraine is a type of headache marked by severe head pain lasting several hours or more.DescriptionMigraine is an intense and often debilitating type of headache. , hypertension hypertensionor high blood pressure,elevated blood pressure resulting from an increase in the amount of blood pumped by the heart or from increased resistance to the flow of blood through the small arterial blood vessels (arterioles). , rapid heartbeat (1) A periodic signal generated by hardware for activation and/or synchronization purposes. See MHz.(2) A periodic signal generated by hardware or software to indicate that it is still running. 1. .34. Arthritis, over-all pains.35. Viruses, cold, flu.36. Weight loss (can't eat).37. Weight gain (eat a lot).G. When under stressful situations, I have experienced (emotional):38. Fear, anxiety, worry.39. Anger.40. Guilt.41. Grief, depression.H. When under stressful situations, I have (behavioral):42. Cried.43. Abused others (verbally and/or physically).44. Abused self (used drugs, etc.).45. Smoked excessively.46. Was irritable towards others.47. Attempted suicide.48. Used defense mechanisms.49. Separated myself from others.I. With reference to stressful situations, I have (cognitiveappraisal):50. Thought about and analyzed how stressful the situations were.51. Thought and analyzed whether the strategies I used were mosteffective.ReferencesAiken, L. S., West, S. G., Sechrest, L., Reno, R. R., Roediger, H.L. III, Scarr, S., Kazdin, A. E., & Sherman, S. J. (1990). Graduatetraining in statistics, methodology, and measurement in psychology: Asurvey of PHD programs in North America North America,third largest continent (1990 est. pop. 365,000,000), c.9,400,000 sq mi (24,346,000 sq km), the northern of the two continents of the Western Hemisphere. . American Psychologist The American Psychologist is the official journal of the American Psychological Association. 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Mustafa Baloglu, Ph.D., Assistant Professor,Department of Counseling, Texas A&M University-Commerce.Correspondence concerning this article should be addressed to Dr.Bernadette M. Gadzella, Department of Psychology & SpecialEducation, Texas A&M University, Commerce, TX 75429.