SLIIT International Conference on Advancements in Sciences and Humanities [SICASH] 2023

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Author: search.filters.author.Ponnamperuma, LStart date: 2023

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    PublicationOpen Access
    Construction and Validation of Academic Stress Scale for 18-35-year-old Sri Lankan University Students
    (Faculty of Humanities and Sciences, SLIIT, 2023-11-01) Ponnamperuma, L; Hettiarachchi, A; Jayakodi, P; Abeysinghe, N
    This article describes the development and initial validation of a new instrument to measure the academic stress of university students in Sri Lanka. A 16-item scale was developed by reviewing the literature and conducting interviews. Surveys were conducted with 726 Sri Lankan undergraduate students, and Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to analyse the data. The Principal Component Analysis (PCA) with Oblimin rotation produced a two-component model of the Academic Stress Scale: (1) Stress due to lack of sufficient knowledge and (2) stress due to interpersonal relationships, which together explains 59% of the total item variance. The ASS is a reliable and valid instrument for measuring academic stress. A CFA suggested that the proposed factor model fits moderately well. Therefore, for researchers who have a particular interest in academic stress among Sri Lankan students, the ASS promises to be a helpful tool.
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    PublicationOpen Access
    Translation and Validation of the ‘Indian Scale for Assessment of Autism’ on a Sinhala-Speaking Population of 3- to 12-year-olds in Colombo and Gampaha Districts
    (Faculty of Humanities and Sciences, SLIIT, 2023-11-01) Pathiraja, G.A.P.S.S.O; Ponnamperuma, L
    There is a significant need for appropriate culturally sensitive, standardized screening tools in many countries including Sri Lanka for the accurate identification of ASD which leads to specific interventions and good prognosis. The study’s aim was to investigate psychometric properties by translating and validating the Indian Scale for the Identification of Autism on a Sinhala-speaking population of 3 to 12-year-olds in Colombo and Gampaha districts to increase the efficiency and quick screening of autism in routine clinics. The methodology included the systematic forward and backward translation, Delphi process and data collection from clinical and non-clinical samples from Sinhala speaking parents of 3- to 12-year-olds in Colombo and Gampaha districts. The study had a good internal consistency reliability measured through Cronbach’s alpha of .927. There was high sensitivity and specificity measures whereby a cutoff score of 68 was ensured through the Receiver Operator Characteristic Curve. Overall, the Indian Scale for Assessment of Autism is suitable to be used in routine clinics in Colombo and Gampaha districts.
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    PublicationOpen Access
    Factors Predicting Academic Procrastination with Special Reference to Self-esteem, Self-efficacy, and Stress Among Undergraduates in the Western Province of Sri Lanka
    (Faculty of Humanities and Sciences, SLIIT, 2023-11-01) Puhulwella Hewage, K; Ponnamperuma, L
    All universities enroll new students each year, however, not every enrolled student graduates from the University before completing the degree program. Academic procrastination is identified as one of the major reasons affecting academic performance and several factors such as stress, self-esteem, and self-efficacy may contribute to an individual engaging in procrastination. This study aimed to evaluate the factors associated with academic procrastination. A descriptive cross-sectional study was conducted among conveniently selected 150 undergraduates (Using the Daniel and Cross formula). A pretested self-administered questionnaire was shared as a Google form link with the ethical approval obtained from the Ethics Review Committee of Kaatsu International University. The data were collected using validated scales such as the Rosenberg self-esteem scale, the Generalized Self-efficacy Scale, the Depression Anxiety Stress Scale, and the Academic Procrastination Scale. Most of the participants were females (n=93, 62%), and they were 18-24 years old. The results showed that self-efficacy and self-esteem are a positive significant predictor of academic procrastination (β=.280, P<0.001) and (β=.187, P<0.001) respectively, stress is a negative significant predictor (β=-.370, P<0.001) of Academic procrastination. The results highlighted that self-esteem, self-efficacy, and stress are predictors of academic procrastination. The study findings have a theoretical and practical contribution to academic institutions and policymakers for improving academic success.