Translation, cultural adaptation, and validation of the Brazilian Portuguese version of the Higher Education Stress Inventory (HESI-Br).

Autor: Pacheco JPG; Programa de Pós-Graduação em Ciências da Saúde, Universidade Federal de Santa Maria (UFSM), Santa Maria, RS, Brazil. Programa de Residência em Psiquiatria, UFSM, Santa Maria, RS, Brazil., Hoffmann MS; Departamento de Neuropsiquiatria, UFSM, Santa Maria, RS, Brazil. Programa de Pós-Graduação em Psiquiatria e Ciências do Comportamento, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, RS, Brazil. Care Policy and Evaluation Centre, London School of Economics and Political Science, London, United Kingdom., Braun LE; Faculdade de Medicina, UFSM, Santa Maria, RS, Brazil., Medeiros IP; Faculdade de Medicina, UFSM, Santa Maria, RS, Brazil., Casarotto D; Coordenadoria de Ações Educacionais, UFSM, Santa Maria, RS, Brazil., Hauck S; Programa de Pós-Graduação em Psiquiatria e Ciências do Comportamento, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, RS, Brazil. Laboratório de Pesquisa em Psiquiatria Psicodinâmica, Hospital de Clínicas de Porto Alegre, Porto Alegre, RS, Brazil., Porru F; Department of Public Health, Erasmus University Medical Center, Rotterdam, The Netherlands., Herlo M; Coordenadoria de Ações Educacionais, UFSM, Santa Maria, RS, Brazil., Calegaro VC; Departamento de Neuropsiquiatria, UFSM, Santa Maria, RS, Brazil. Coordenadoria de Ações Educacionais, UFSM, Santa Maria, RS, Brazil.
Jazyk: angličtina
Zdroj: Trends in psychiatry and psychotherapy [Trends Psychiatry Psychother] 2023; Vol. 45, pp. e20210300. Date of Electronic Publication: 2022 May 04.
DOI: 10.47626/2237-6089-2021-0445
Abstrakt: Objectives: There are no validated instruments to measure education-related stress in Brazilian university students. Thus, we aimed to translate and test the 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 was administered to 36 university students. The final version (HESI-Br) was administered to 1,021 university students (mean age = 28.3, standard deviation [SD] = 9.6, 76.7% female) via an online survey that lasted from September 1 to October 15, 2020. The factor structure was estimated using exploratory factor analysis (EFA) on the first half of the dataset. We tested the best EFA-derived model with confirmatory factor analysis (CFA) on 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 five-factor model (15 items), but not a higher order factor, suggesting multidimensionality. All five factors presented acceptable internal reliabilities, with Cronbach's α ≥ 0.72 and McDonald's ω ≥ 0.64. CFA models indicated that the HESI-Br and DASS-21 assess different but correlated underlying latent constructs, supporting discriminant validity. Equivalence was ascertained for all tested groups.
Conclusion: The 15-item HESI-Br is a reliable and invariant multidimensional instrument for assessing relevant stressors among university students in Brazil.
Competing Interests: No conflicts of interest declared concerning the publication of this article.
Databáze: MEDLINE
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