ArticleResearch on child and adolescent psychopathology2025
Development and Validation of the Generalized Anxiety Symptom Scale (GASS) and Longitudinal Study of Influencing Factors and Mechanism of Anxiety in Secondary Vocational Students: A Moderated Mediation Model.
Article in Research on child and adolescent psychopathology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Stress Mindsets Forecasting Students' Mental Health Trajectories: Evidence From an EMA Study.Stress and health : journal of the International Society for the Investigation of Stress · 2026Article
- When Stress Becomes Human: The Joint Effect of Anthropomorphism and Generalized Trust on Stress Mindset.Behavioral sciences (Basel, Switzerland) · 2026Article
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Funding
Abstract
This study aimed to develop and validate a measurement tool for General Anxiety Disorder (GAD) and explore the underlying mechanisms of anxiety. Study 1 developed the Generalized Anxiety Symptom Scale (GASS) based on the diagnostic criteria of GAD in ICD-11, and tested its reliability and validity among secondary vocational students. The results showed that GASS had excellent internal consistency (Cronbach's α = 0.96), and unidimensional factor structure (81.60% variance explained). Criterion validity was supported by significant correlations with the GAD-7 (r = 0.69), and measurement invariance was confirmed across gender and over time. Based on three waves of longitudinal data, Study 2 explored the mechanisms underlying the effects of school climate, stress mindset, and self-compassion on anxiety among secondary vocational students. The results indicated that stress mindset played a partial mediating role between school climate and anxiety. Furthermore, moderated mediation analysis revealed that self-compassion moderated the relationship between stress mindset and anxiety. These findings demonstrate the robust psychometric properties of the GASS as a screening tool for GAD and highlight the interplay between environmental factors, such as school climate, and individual differences, such as self-compassion, in shaping anxiety outcomes, offering valuable insights for both assessment and intervention strategies.
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