                  ! I        recived:20 August 2011        accepted: 18 December 2011       ! "#$ % Contact information: mona.malekian@yahoo.com " ## $%   & ’() *   #  + # ,-    . / & 0 # ’  1 21  /(3 # 4  56 #  # 56                 7’( ( #  ’89     ( :1 # 7 - &          Omid Shokri, PhD Shahid Beheshti University Mona Malekian Jabali BA in Psychology 7; # - &’()* +,-" !  #.’* /,’ &0 "1 +’’2* 3!4 3- $ 5 63, 7 8 9 : 6 9 ; "’$ !34 5  6 3<,=’*  3,=’*’> : ,’  $ . ? % ’$ 7 $ +$ < ,’< < <,7# ’<$  4 &<0 "1< +<’’2* ;< 7 3<,=’* !3<4 . @A" ,7#.B +.’C* &0 D’&)* ! 3,=’*’> % E* +.’C* &0 D’&)* F" 63<,=’*’> 7 3<,=’* @7<# 7 <,   . G ,7# &’()* +,-" !  #.’* /,’ &0 7 +3H 5 .’* D0 7 31 +,-" !  #.’* D0 .7 +,-" !  #  I&J : !<$ @ $ $31  , % K<7 6&<0 +,$ 6&0 "1 ,7# ’$ +’’2* 6,7#.B +.’C* D0 D’&)* F" K<3 7 <, +<, ’$ &0 &’()* +,-" !  #.’* /,’ > 7 3<,=’* 3L3 @7# 7    <G 3<,=’*’ % <$ .<’C* <$ <MN ;,7O< F<" ; ’$  ,’  &0 "1 +’’2* ! 6@7<# 7  &’<()* +<,-" !  #.’* /,’  . G 3,=’*’> 7 3,=’* !34 P! 63QA - Q$G @!.   +’# . % <  & ’: # - &  6&0 "1 +’’2* /,’ &’()* +,-" !  #.’* 6 ; &<0 D<’&)* 63<,=’*’> 7 3<,=’* !34 ,7#.B +.’C* Abstract n order to test the invariance of factorial structure of the Academic Expectations Stress Inventory (AESI; Ang & Huan, 2006), 680 high school students (355 gifted, 325 non-gifted) completed the AESI. Multi-group confirmatory factor analysis was used to examine the cross-group validity or invariance of factorial structure of AESI in gifted and non-gifted students. The results of single-group confirmatory factor analysis indicated that the two-factor model of AESI (academic stress arising from self-expectations factor and academic stress arising from parents/teachers expectations factor) fit well to the data across two groups. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the AESI across gifted and non-gifted adolescents. The findings emphasizing the group invariance of factorial structure of AESI in gifted and non-gifted students suggested that it measured the same construct in these two groups. Keywords: invariance of factorial structure, Academic Expectations Stress Inventory, gifted and non-gifted students, multi-group confirmatory factor analysis