Based on the 10-item Perceived Stress Scale (PSS; Cohen & Williamson, 1988), the Academic Stress Scale (Sheu et al., 2014) was developed to assess the extent to which a person appraises his or her academic situation as stressful.

The Perceptions of Academic Stress Scale (PAS; Bedewy & Gabriel, 2015) was developed to measure perceptions of academic stress and its sources. Experts participated in a content validation process of the instrument, which was based on empirical evidence and a recent literature review.

Identified events that elicit academic stress, examined the relative magnitude of each item, and developed an academic stress scale for college students. 202 college students generated 35 stressors, and 498 students assessed the stressfulness of each item on a scale of 1 to 1,000.

Based on Lent et al.’s (2005) seven-item academic satisfaction scale, the Academic Satisfaction Scale--Modified (Sheu et al., 2014) was developed to assess satisfaction with one's academic experiences.

The 11-item College Student Stress Scale (Feldt, 2008) is a measure of perceived stress and control in first-year college students. The measure includes a 5-point scale in which students indicate how frequently they are distressed or anxious, or question their ability, from 1 …

The Academic Anxiety Inventory (AAI; Pizzie & Kraemer, 2019) is a 50-item self-report questionnaire that measures math anxiety, along with other domains of academic anxiety (e.g., Test anxiety, Math anxiety/attitudes, Quantitative/Science anxiety, Trait anxiety, Writing anxiety).

This article describes the development and initial validation of obtained scores from the Academic Expectations Stress Inventory (AESI), which measures expectations as a source of academic stress in middle and high school Asian students.

This article describes the development and initial validation of a new instrument to measure academic stress—the Educational Stress Scale for Adolescents (ESSA). A series of cross-sectional questionnaire surveys were conducted with more than 2,000 Chinese adolescents to examine the psychometric properties.

The Acculturative Stress Scale (Gong et al., 2011) was developed to assess stress related to culture change. This instrument was constructed in the course of a study investigating how human agency and timing affect mental health outcomes among Asian immigrants in the United States.

This study surveys academic burnout and life stresses among college students and further assesses whether reports of life stresses can serve as a predictor of academic burnout. The “Undergraduate Life Stress Scale” and “Learning Burnout Scale” are used as research tools, and data from 2640 students were collected.