Adaptation and Preliminary Psychometric Evaluation of the Indonesian Academic Anxiety Scale for Boarding School High School Students

Moh Fuadudin; Nur Hidayah; Diniy Hidayatur Rahman; Azmawati Mohammed Nawi; Abi Fa’izzarahman Prabawa

doi:10.32939/ijcd.v8i1.7283

Authors

Moh Fuadudin Universitas Negeri Malang
Nur Hidayah Universitas Negeri Malang
Diniy Hidayatur Rahman Universitas Negeri Malang
Azmawati Mohammed Nawi Universiti Kebangsaan Malaysia
Abi Fa’izzarahman Prabawa Universitas Islam Negeri Salatiga

DOI:

https://doi.org/10.32939/ijcd.v8i1.7283

Keywords:

academic anxiety scale, academic burnout, academic anxiety, Generation Z, academic procrastination, school counseling

Abstract

Academic anxiety poses a critical challenge within school counseling frameworks due to its detrimental effects on cognitive focus, academic drive, performance outcomes, and overall psychological well-being. These vulnerabilities are often exacerbated in residential educational settings, where rigorous academic obligations intersect with boarding school responsibilities. To address the need for validated assessment tools in this context, this study adapted the Academic Anxiety Scale (AAS) into Indonesian and evaluated its psychometric integrity among Islamic senior high school students in boarding environments. A cross-sectional psychometric design was conducted with a sample of 342 students aged 15–19 years. The adaptation protocol encompassed forward-back translation, expert appraisal, cross-cultural adaptation, pilot readability testing, and content validity quantification via the Content Validity Index (CVI). Confirmatory Factor Analysis (CFA) was performed to test structural validity, while Cronbach’s Alpha and McDonald’s Omega evaluated internal consistency reliability. Expert review yielded robust content validity (S-CVI = 1.00), and CFA confirmed the instrument's original unidimensional structure with favorable goodness-of-fit parameters (CFI = .924, TLI = .905, IFI = .925, GFI = .977, RMSEA = .089, SRMR = .044). Internal reliability was exceptionally strong (Cronbach’s α = .894; McDonald’s ω = .898). These psychometric outcomes demonstrate that the Indonesian AAS is a valid, reliable, and culturally sound tool for measuring academic anxiety in boarding school populations, offering educational counselors and researchers a robust diagnostic instrument to support targeted mental health interventions.

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