البنية العاملية و تكافؤ القياس لمقياس التوافق مع الحياة الجامعية لدى طلاب و طالبات كلية الدراسات العليا التربوية بجامعة الملك عبدالعزيز بجدة

Abstract EN

This study aims to assess the factorial structure and the measurement invariance of the Arabic version of the Student Adjustment to College Questionnaire (SACQ).

The scale consists of 4 subscales and a total of 36 items.

The study sample consisted of 320 students studying at the Pre-service Teacher Educational Diploma at Faculty of Educational Graduate Studies at King Abdulaziz University.

Of the total sample, 169 were males and 151 were females, and both were enrolled in the first semester of the academic year of 1438/1439/AH.

The study hypotheses were tested using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Multiple Group Confirmatory Factor Analysis (MG-CFA), Pearson correlation, Cronbach-alpha Coefficient, and McDonald’ Omega Coefficient.

The scale demonstrated satisfactory internal reliability and construct validity.

With respect to the factorial structure, EFA and CFA analyses showed that, all items loaded on four factors except for one item.

Which load equally on different factors from the ones originally proposed by the Arabic version.

Goodness of Fit indices indicated that the four-factor model has a better fit for the current data among both males and females.

Furthermore, the MG-CFA results showed that the scale provided measurement invariance across the gender groups in terms of configural and metric invariance; however, strong and strict invariance were not met.

The study generally suggests the appropriateness of the SACQ for use among Students in Saudi Arabian Universities.

Further research is needed to assess the scale factorial validity and the measurement invariance among different samples from other colleges and fields of study.

Future researchers might also seek to develop a scale that is theoretically driven and based on the dominant Saudi culture.