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Baharvand I, Ghasemi Jobaneh R, Sodani M. Reliability and Validity of the Academic Adjustment Scale: Students of Ahvaz Jundishapur University of Medical Sciences. Iranian Journal of Medical Education 2020; 20 :54-61
URL: http://ijme.mui.ac.ir/article-1-5021-en.html
URL: http://ijme.mui.ac.ir/article-1-5021-en.html
, sodani_m@scu.ac.ir
Abstract: (3145 Views)
Introduction: Academic adjustment which involves constructive adaptation of students to academic challenges, can improve academic and psychological empowerment. Given the importance of academic adjustment in students' academic life; this study endeavors to examine the reliability and validity of the academic adjustment scale in Ahvaz Jundishapur University of Medical Sciences in the academic year 2019.
Methods: in this descriptive psychometric study, 250 students from Ahvaz Jundishapur University of Medical Sciences were selected using Voluntary sampling method. The selected students were solicited through the Anderson et al. Academic Adjustment Scale and Fredericks et al. Academic Engagement Scale. While the reliability of the scales was computed through Cronbach's alpha, their convergent validity and construct validity were computed through Pearson correlation coefficient, and confirmatory factor analysis, respectively.
Results: Confirmatory factor analysis demonstrated that the ratio χ2/df is 2.13 for three factor structure and fit indexes of model (RMSEA= 0.068, TLI=0.949, NFI=0.944, CFI=0.969, AGFI= 0.928, GFI=0.966). Internal consistency of MFQ-9 were satisfactory. Reliability according to Cronbach's alpha coefficient for Academic Adjustment Scale was reported 0.80 (Academic lifestyle= 0.70, Academic Achievement= 0.77, Academic motivation= 0.76). There was also a positive and significant correlation between academic adjustment and academic engagement (P>0.01) and concurrent validity is confirmed.
Conclusion: According to the results, the Academic Adjustment Scale is a reliable instrument with valid psychometric properties to measure academic adjustment in Iranian higher education contexts.
Methods: in this descriptive psychometric study, 250 students from Ahvaz Jundishapur University of Medical Sciences were selected using Voluntary sampling method. The selected students were solicited through the Anderson et al. Academic Adjustment Scale and Fredericks et al. Academic Engagement Scale. While the reliability of the scales was computed through Cronbach's alpha, their convergent validity and construct validity were computed through Pearson correlation coefficient, and confirmatory factor analysis, respectively.
Results: Confirmatory factor analysis demonstrated that the ratio χ2/df is 2.13 for three factor structure and fit indexes of model (RMSEA= 0.068, TLI=0.949, NFI=0.944, CFI=0.969, AGFI= 0.928, GFI=0.966). Internal consistency of MFQ-9 were satisfactory. Reliability according to Cronbach's alpha coefficient for Academic Adjustment Scale was reported 0.80 (Academic lifestyle= 0.70, Academic Achievement= 0.77, Academic motivation= 0.76). There was also a positive and significant correlation between academic adjustment and academic engagement (P>0.01) and concurrent validity is confirmed.
Conclusion: According to the results, the Academic Adjustment Scale is a reliable instrument with valid psychometric properties to measure academic adjustment in Iranian higher education contexts.
Type of Study: Original research article |
Subject:
Clinical Teaching
Received: 2020/01/11 | Accepted: 2020/05/10 | Published: 2020/07/5 | ePublished: 2020/07/5
Received: 2020/01/11 | Accepted: 2020/05/10 | Published: 2020/07/5 | ePublished: 2020/07/5
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