Abstract
The purposes of this study are to develop a Cognitive Stress Schema Scale for Japanese elementary school students, and to investigate the relationship between Cognitive Stress Schema and stress as measured by a Stressor Scale. Participants were 262 elementary school students (male=119, female=143, mean age=10.83, SD=0.79). They were given a questionnaire composed of Socio-demographical variables (age, gender, grades), Cognitive Stress Schema Scale and Stressor Scale from February 26 to March 14 in 2005. The results of exploratory factor analysis revealed a 2-factor model (Interpersonal Regulation and Self Regulation) for the Cognitive Stress Schema Scale. Confirmatory factor analysis confirmed that this 2-factor model showed acceptable fit indices (GFI=0.915, AGFI=0.886, CFI=0.905, RMSEA=0.062). Each of these factors also showed acceptable internal consistencies with Cronbach's alpha coefficient reliabilities from 0.751 to 0.833. In order to examine for statistical differences in gender (male or female), grades (forth, fifth or sixth) and participation in cram school (attending or not), t-tests and one-way ANOVA were conducted according to the mean score of the Cognitive Stress Schema Scale. The results of these analyses indicated that female students showed higher 'Self Regulation' than male students, and cram school participants showed higher 'Interpersonal Regulation' than those not attending cram school for Cognitive Stress Schema. Multiple regression analyses and structural covariance analyses were performed to compare the fit indices of two hypothetical models and to examine for the influence of each of the Cognitive Stress Schema factors on Stressor factors. The results of these analyses showed that "Cognitive Stress Schema-Stressor Model" confirmed the fit indices and both Cognitive Stress Schema factors effect for each Stressor factors as direct variables. These results confirmed the statistical reliability and validity of the Cognitive Stress Schema Scale. The structure of the elementary school student stress schema scale is simpler than prior research on high school students' stress schema scales. This means that the structure of Cognitive Stress Schema is developed by experiencing conflicts and compromises among human relationships in school, community and family. From this point of view, Stress Management Education and Social Skills Training for elementary school students may be effective in developing Cognitive Stress Schema and reducing Stress Reactions of Japanese elementary school students.
