Assessing the Perception of Academic Students’ Stress: The Psychometric Robustness of the PAS Scale

The Perceived Academic Stress (PAS) scale is commonly used to assess academic stress among university students, but there is limited evidence on its accuracy and structure. This study investigated the reliability, validity and structure of the PAS scale in a large sample of Italian engineering students. A total of 5,499 participants (61.7% men; mean age = 22.9 years) completed the PAS. To ensure robust results, the sample was randomly divided into three groups to perform reliability tests, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and tests for measurement invariance (MI). The results showed that the original three- and four-factor structure of the PAS was not fully supported. Instead, the revised scale includes 16 items organized into three new factors: 1) Concerns related to academic work and examinations, 2) Concerns about expectations, 3) Positive self-perception as a student, including time management skills. Two items from the original scale were removed due to inconsistencies. The revised PAS had high reliability and was consistent across genders, that is, men and women students interpret and respond to the items in a similar way. This updated version of the PAS provides a more accurate instrument for assessing academic stress in students. It can help faculty and university support services identify key stressors, improve student well-being programs, and develop targeted interventions.