Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/25635 |
Resumo: | Objective. There are no validated instruments to measure education-related stress in Brazilian university students. Thus, we aimed to translate and test internal reliability, convergent/discriminant validity, and measurement equivalence of the Higher Education Stress Inventory (HESI). Methods. The translation protocol was carried out by two independent translators. The instrument was culturally adapted after a pilot version that was administered to 36 university students. The final version (HESI-Br) was administered to 1021 university students (Mean age = 28.3, SD = 9.6, 76.7% female) via an online questionnaire that extended from September 1 to October 15, 2020. Factor structure was estimated using exploratory factor analysis (EFA) in the first half of the data set. We tested the best EFA-derived model with confirmatory factor analysis (CFA) in the second half. Convergent/discriminant validity was tested using the Depression, Anxiety and Stress Scale (DASS-21). Sex, age groups, period of study, family income and area of study were used to test measurement equivalence. Results. EFA suggested five factors: career dissatisfaction; faculty shortcomings; high workload; financial concerns; and toxic learning environment. CFA supported the 5- factor model (15 items), but not a higher order factor, suggesting multidimensionality. All 5 factors presented acceptable internal reliabilities, with Cronbach’s α ≥.72 and McDonald’s ω ≥.64. CFA models indicate that HESI-Br and DASS-21 assess different but correlated underlying latent constructs, supporting discriminant validity. Equivalence was ascertained for all tested groups. Conclusions. The 15-item HESIBr is a reliable and invariant multidimensional instrument for assessing relevant stressors among university students in Brazil. |
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2022-07-25T12:20:58Z2022-07-25T12:20:58Z2022-01-28http://repositorio.ufsm.br/handle/1/25635Objective. There are no validated instruments to measure education-related stress in Brazilian university students. Thus, we aimed to translate and test internal reliability, convergent/discriminant validity, and measurement equivalence of the Higher Education Stress Inventory (HESI). Methods. The translation protocol was carried out by two independent translators. The instrument was culturally adapted after a pilot version that was administered to 36 university students. The final version (HESI-Br) was administered to 1021 university students (Mean age = 28.3, SD = 9.6, 76.7% female) via an online questionnaire that extended from September 1 to October 15, 2020. Factor structure was estimated using exploratory factor analysis (EFA) in the first half of the data set. We tested the best EFA-derived model with confirmatory factor analysis (CFA) in the second half. Convergent/discriminant validity was tested using the Depression, Anxiety and Stress Scale (DASS-21). Sex, age groups, period of study, family income and area of study were used to test measurement equivalence. Results. EFA suggested five factors: career dissatisfaction; faculty shortcomings; high workload; financial concerns; and toxic learning environment. CFA supported the 5- factor model (15 items), but not a higher order factor, suggesting multidimensionality. All 5 factors presented acceptable internal reliabilities, with Cronbach’s α ≥.72 and McDonald’s ω ≥.64. CFA models indicate that HESI-Br and DASS-21 assess different but correlated underlying latent constructs, supporting discriminant validity. Equivalence was ascertained for all tested groups. Conclusions. The 15-item HESIBr is a reliable and invariant multidimensional instrument for assessing relevant stressors among university students in Brazil.Objetivo. Não existem instrumentos validados para mensurar o estresse relacionado à educação em universitários brasileiros. Assim, objetivou-se traduzir e testar a confiabilidade interna, a validade convergente/discriminante e a equivalência de mensuração do Higher Education Stress Inventory (HESI). Métodos. O protocolo de tradução foi realizado por dois tradutores independentes. O instrumento foi adaptado culturalmente a partir de uma versão piloto aplicada a 36 universitários. A versão final (HESI-Br) foi aplicada a 1.021 estudantes universitários (Média de idade = 28,3; DP = 9,6; 76,7% do sexo feminino) por meio de um questionário online que se estendeu de 1º de setembro a 15 de outubro de 2020. A estrutura fatorial foi estimada por meio de análise fatorial exploratória (AFE) na primeira metade do conjunto de dados. Testamos o melhor modelo derivado de AFE com análise fatorial confirmatória (AFC) na segunda metade. A validade convergente/discriminante foi testada por meio da Escala de Depressão, Ansiedade e Estresse (DASS-21). Sexo, faixa etária, período de estudo, renda familiar e área de estudo foram usados para testar a equivalência de mensuração. Resultados. A AFE sugeriu cinco fatores: insatisfação com a carreira; deficiências do corpo docente; alta carga de trabalho; preocupações financeiras; e ambiente de aprendizagem tóxico. AFC apoiou o modelo de 5 fatores (15 itens), mas não um fator de ordem superior, sugerindo multidimensionalidade. Todos os 5 fatores apresentaram confiabilidades internas aceitáveis, com α de Cronbach ≥0,72 e ω de McDonald ≥0,64. Os modelos da AFC indicam que a HESI-Br e a DASS-21 avaliam construtos latentes subjacentes diferentes, mas correlacionados, apoiando a validade discriminante. A equivalência foi verificada para todos os grupos testados. Conclusões. O HESI-Br de 15 itens é um instrumento multidimensional confiável e invariante para avaliação de estressores relevantes entre estudantes universitários no Brasil.porUniversidade Federal de Santa MariaCentro de Ciências da SaúdePrograma de Pós-Graduação em Ciências da SaúdeUFSMBrasilCiências da SaúdeAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEstresse psicológicoUniversidadesEducaçãoPsicometriaAnálise fatorialPsychological stressUniversityEducationPsychometricsFactor analysisCNPQ::CIENCIAS DA SAUDETradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br)Translation, cultural adaptation, and validation of the brazilian portuguese version of the Higher Education Stress Inventory (HESI-Br)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCalegaro, Vítor Crestanihttp://lattes.cnpq.br/7984754404665250Cunha, Angelo Batista Miralha daBassols, Ana Margareth Siqueirahttp://lattes.cnpq.br/0487215724157038Pacheco, João Pedro Gonçalves40000000000160060060060060003204064-96a5-4bbc-bcb2-16c964ebdf3c3cc7d7d8-3722-4647-a192-357b0f1220c52bb3fc33-4838-41c2-b9ed-71200ba7766fdd55f91e-37c8-4530-b997-49df64cd3d35reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/25635/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/25635/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53ORIGINALDIS_PPGCS_2022_PACHECO_JOÃO.pdfDIS_PPGCS_2022_PACHECO_JOÃO.pdfDissertação de Mestradoapplication/pdf1469379http://repositorio.ufsm.br/bitstream/1/25635/1/DIS_PPGCS_2022_PACHECO_JO%c3%83O.pdf8ede75a09fe763b138b94315740d5d44MD511/256352022-07-25 09:20:58.426oai:repositorio.ufsm.br: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ório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132022-07-25T12:20:58Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br) |
dc.title.alternative.eng.fl_str_mv |
Translation, cultural adaptation, and validation of the brazilian portuguese version of the Higher Education Stress Inventory (HESI-Br) |
title |
Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br) |
spellingShingle |
Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br) Pacheco, João Pedro Gonçalves Estresse psicológico Universidades Educação Psicometria Análise fatorial Psychological stress University Education Psychometrics Factor analysis CNPQ::CIENCIAS DA SAUDE |
title_short |
Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br) |
title_full |
Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br) |
title_fullStr |
Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br) |
title_full_unstemmed |
Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br) |
title_sort |
Tradução, adaptação cultural e validação da versão em português brasileiro do Higher Education Stress Inventory (HESI-Br) |
author |
Pacheco, João Pedro Gonçalves |
author_facet |
Pacheco, João Pedro Gonçalves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Calegaro, Vítor Crestani |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7984754404665250 |
dc.contributor.referee1.fl_str_mv |
Cunha, Angelo Batista Miralha da |
dc.contributor.referee2.fl_str_mv |
Bassols, Ana Margareth Siqueira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0487215724157038 |
dc.contributor.author.fl_str_mv |
Pacheco, João Pedro Gonçalves |
contributor_str_mv |
Calegaro, Vítor Crestani Cunha, Angelo Batista Miralha da Bassols, Ana Margareth Siqueira |
dc.subject.por.fl_str_mv |
Estresse psicológico Universidades Educação Psicometria Análise fatorial |
topic |
Estresse psicológico Universidades Educação Psicometria Análise fatorial Psychological stress University Education Psychometrics Factor analysis CNPQ::CIENCIAS DA SAUDE |
dc.subject.eng.fl_str_mv |
Psychological stress University Education Psychometrics Factor analysis |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE |
description |
Objective. There are no validated instruments to measure education-related stress in Brazilian university students. Thus, we aimed to translate and test internal reliability, convergent/discriminant validity, and measurement equivalence of the Higher Education Stress Inventory (HESI). Methods. The translation protocol was carried out by two independent translators. The instrument was culturally adapted after a pilot version that was administered to 36 university students. The final version (HESI-Br) was administered to 1021 university students (Mean age = 28.3, SD = 9.6, 76.7% female) via an online questionnaire that extended from September 1 to October 15, 2020. Factor structure was estimated using exploratory factor analysis (EFA) in the first half of the data set. We tested the best EFA-derived model with confirmatory factor analysis (CFA) in the second half. Convergent/discriminant validity was tested using the Depression, Anxiety and Stress Scale (DASS-21). Sex, age groups, period of study, family income and area of study were used to test measurement equivalence. Results. EFA suggested five factors: career dissatisfaction; faculty shortcomings; high workload; financial concerns; and toxic learning environment. CFA supported the 5- factor model (15 items), but not a higher order factor, suggesting multidimensionality. All 5 factors presented acceptable internal reliabilities, with Cronbach’s α ≥.72 and McDonald’s ω ≥.64. CFA models indicate that HESI-Br and DASS-21 assess different but correlated underlying latent constructs, supporting discriminant validity. Equivalence was ascertained for all tested groups. Conclusions. The 15-item HESIBr is a reliable and invariant multidimensional instrument for assessing relevant stressors among university students in Brazil. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-25T12:20:58Z |
dc.date.available.fl_str_mv |
2022-07-25T12:20:58Z |
dc.date.issued.fl_str_mv |
2022-01-28 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/25635 |
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http://repositorio.ufsm.br/handle/1/25635 |
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por |
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por |
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400000000001 |
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600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Ciências da Saúde |
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Programa de Pós-Graduação em Ciências da Saúde |
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UFSM |
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Brasil |
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Ciências da Saúde |
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Universidade Federal de Santa Maria Centro de Ciências da Saúde |
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