STRENGTHENING STUDENT WELLBEING MANAGEMENT IN CHINESE UNIVERSITIES: VALIDATION OF THE CHINESE VERSION OF THE PERCEPTION OF ACADEMIC STRESS SCALE

Abstract

Academic stress has become an increasingly significant concern in higher education due to its influence on student wellbeing, academic performance, and institutional effectiveness. Effective educational management requires reliable and culturally appropriate instruments to identify stress-related challenges and support evidence-based student intervention strategies. This study aimed to validate the Chinese version of the Perception of Academic Stress Scale (PAS) among Chinese university students and examine its suitability as a tool for educational management and student support planning. A cross-sectional survey design was employed, involving 278 Chinese university students from different academic disciplines and regions. Reliability was assessed using Cronbach's Alpha, while construct validity was examined through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The results demonstrated satisfactory internal consistency for the overall scale (α = 0.851). EFA and CFA supported a revised four-factor structure consisting of Academic and Career Confidence, Academic Workload Stress, Academic Task and Expectation Stress, and Academic Competition Stress, reflecting the cultural and educational realities of Chinese higher education. The findings indicate that the Chinese version of the PAS is a reliable and valid instrument for assessing academic stress among university students. Beyond psychometric validation, the instrument offers educational leaders, student affairs practitioners, and university administrators a practical mechanism for monitoring student wellbeing, identifying at-risk populations, and informing evidence-based interventions and support services. The study contributes to educational management by providing a culturally validated assessment tool that can strengthen institutional decision-making and promote student success in Chinese higher education.