About the Measure
Domains | Mental health and wellbeing, Meta-cognition, Resilience and coping |
Key stages | Key Stage 4, Key Stage 5 |
Subscales | Time and task management; Cognitive reappraisal; Seek academic support; Turn to family; Talk with classmates and friends; Skip school; Social diversions; Athletic diversions; Creative diversions; Technology diversions; Substance use; Reduce effort on schoolwork; Attempt to handle problems alone |
Description | A measure of appropriate coping for students pursuing advanced high school curricula, specifically Advanced Placement classes and the International Baccalaureate program. |
Example | Look for the good things in a difficult situation |
Link | https://www.researchgate.net/profile/Shannon_Suldo/publication/277960412_Development_and_Initial_Validation_of_the_Coping_With_Academic_Demands_Scale_How_Students_in_Accelerated_High_School_Curricula_Cope_With_School-Related_Stressors/links/55fb65fe08aec9 |
Psychometry | |
Implementation |
Implementation details
No. of items | 58 |
Format | Likert |
Respondent | Self |
Scoring | Standardised |
Time | 0 |
Age | 14-18 |
Cost single purchase | Free - Available |
Cost per child | Free - Available |
Psychometric details
UK norms | No |
Cronbach's α | .53-.93 |
Test retest | 2-4 weeks, r= [.71,.93] |
Inter-rater reliability | Not reported |
EFA | 49.5% variance e |
CFA | Not reported |
Criterion validity | Not reported |
Construct validity | Coping With School-Related Stress Questionnaire (CSSQ) task-oriented coping, r= [-.16 ,.49]; CSSQ emotion-orientated coping, r= [.11,.64]; CSSQ avoidance-oriented coping, r= [-.10,.66]; CCSQ life satisfaction, r= [-.42,.27]; Grade Point Average, r= [-.30,.20] |
Concurrent validity | Not reported |
Predictive validity | Not reported |
Responsiveness | Not reported |
Floor/Ceiling | Not reported |
References | Suldo, S. M., Dedrick, R. F., Shaunessy-Dedrick, E., Fefer, S. A., & Ferron, J. (2014). Development and initial validation of the coping with academic demands scale: How students in accelerated high school curricula cope with school-related stressors. Journal of Psychoeducational Assessment, 33(4), 357–374. doi:10.1177/0734282914552165 |