The effort-reward imbalance theory and measurement of stress in academic context: Construction and validation of student version of the Effort-Reward Imbalance Questionnaire (ERIQ-S)

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LARKI M.; GHAFFARI M.; BAEZZAT F.

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Journal: Tibbi- i- kar Year:2018 | Volume:10 | Issue:2 Page(s): 72-83

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Title

The effort-reward imbalance theory and measurement of stress in academic context: Construction and validation of student version of the Effort-Reward Imbalance Questionnaire (ERIQ-S)

Author(s)

LARKI M. | GHAFFARI M. | BAEZZAT F. | Issue Writer Certificate

Keywords

Student Version of the Effort-Reward Imbalance QuestionnaireQ1

PsychometricsQ1

ReliabilityQ3

ValidityQ2

Abstract

Introduction: Until now, it has not been paid special attention to the stressful effect of perception of effort-reward imbalance in university students. The present study aimed to the construction and validation of Student Version of the Effort-Reward Imbalance Questionnaire (ERIQ-S) in a sample of Iranian university students. Method: A sample of three hundred and seventy female students, aged between 19 and 35 years old (21. 37 ± 1. 91 years), were selected through multiple cluster sampling from the University of Mazandaran, Iran. All the participants were asked to complete the ERIQ-S, the student version of Oldenburg Burn-Out Inventory (OLBI-S), and the Academic Justice Scale (AJS). Results: Exploratory Factor Analysis (EFA) showed five factors namely effort, esteem, security, promotion, and over-commitment (29 items) for the ERIQ-S, which explained 60. 79% of the effort-reward imbalance construct. The findings of Confirmatory Factor Analysis (CFA) confirmed the factor structure of the ERIQ-S. The construct Validity of ERIQ-S was also confirmed by the correlation coefficients between the sub-scales and the total score of the questionnaire. The convergent and divergent Validity of the ERIQ-S were supported by an expected pattern of correlations between the questionnaire and the measures of burn-out and academic justice. All correlation coefficients between the mean scores of the ERIQ-S and the scores of the OLBI-S and the AJS were statistically significant. The obtained internal consistency was markedly high (Cronbach α =. 70 to. 88). The test-retest Reliability of the ERIQ-S was. 83. Conclusion: The results suggest that the student version of ERIQ has a good psychometric propertie.

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APA: Copy

LARKI, M., GHAFFARI, M., & BAEZZAT, F.. (2018). The effort-reward imbalance theory and measurement of stress in academic context: Construction and validation of student version of the Effort-Reward Imbalance Questionnaire (ERIQ-S). OCCUPATIONAL MEDICINE, 10(2 ), 72-83. SID. https://sid.ir/paper/206954/en

Vancouver: Copy

LARKI M., GHAFFARI M., BAEZZAT F.. The effort-reward imbalance theory and measurement of stress in academic context: Construction and validation of student version of the Effort-Reward Imbalance Questionnaire (ERIQ-S). OCCUPATIONAL MEDICINE[Internet]. 2018;10(2 ):72-83. Available from: https://sid.ir/paper/206954/en

IEEE: Copy

M. LARKI, M. GHAFFARI, and F. BAEZZAT, “The effort-reward imbalance theory and measurement of stress in academic context: Construction and validation of student version of the Effort-Reward Imbalance Questionnaire (ERIQ-S),” OCCUPATIONAL MEDICINE, vol. 10, no. 2 , pp. 72–83, 2018, [Online]. Available: https://sid.ir/paper/206954/en

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