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Development of University Adjustment Scale: Validity and Reliability Studies

Year 2020, , 67 - 87, 01.05.2020
https://doi.org/10.9779/pauefd.547409

Abstract



The main purpose of the present study is to develop and test the psychometric properties of the University Adjustment Scale (UAS). There were two participant-groups in the study compromising of 712 (430 female, 282 male) and 418 (261 female, 157 male) first-year undergraduate students enrolled in various faculties of a public university in Turkey. The construct validity of the scale was tested by using exploratory and confirmatory factor analyses. The result of the analyses showed that the UAS constituted from four factors including, “academic adjustment”, “social adjustment”, “personal-emotional adjustment”, and “institutional adjustment”. Criterion validity study yielded a high correlation between UAS and University Life Scale. The Cronbach alpha coefficients of the four factors were .92 for academic adjustment, .88 for social adjustment, .91 for emotional adjustment, .89 for institutional adjustment, and .94 for the full scale. The test-retests (three weeks interval) reliability coefficients of the factors were also changed between .76 (emotional adjustment) and .88 (institutional adjustment). Consequently, the study findings indicated that the UAS has a very good psychometric property for using to assess the university adjustment levels of first-year university students.




References

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  • Hersh, M. A., & Hussong, A. M. (2006). High school drinker typologies predict alcohol ınvolvement and psychosocial adjustment during acclimation to college. Journal of Youth and Adolescence, 5, 738–751.
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Üniversite Uyum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları

Year 2020, , 67 - 87, 01.05.2020
https://doi.org/10.9779/pauefd.547409

Abstract

B

Bu çalışmada, üniversite
öğrencilerinin üniversiteye uyum düzeylerini dört temel boyut (akademik,
sosyal, kişisel-duygusal ve kurumsal) odağında belirlemeye yönelik geliştirilen
Üniversiteye Uyum Ölçeğinin (ÜUÖ) psikometrik özelliklerinin incelenerek
geçerlik ve güvenirliğinin sınanması amaçlanmaktadır. Araştırmanın iki farklı
çalışma grubunu, bir devlet üniversitesinin çeşitli fakültelerinde öğrenim
görmekte olan 712 (430 kadın, 282 erkek) ve 418 (261 kadın, 157 erkek) birinci
sınıf üniversite öğrencisi oluşturmaktadır. Bu çalışmada, geliştirilen ölçme
aracının yapı geçerliğini incelemek amacıyla açıklayıcı ve doğrulayıcı faktör
analizi yöntemlerinden yararlanılmıştır. Analiz sonuçları, ölçeğin, 45 maddeyi
içeren dört faktörlü bir yapı sergilediğini ortaya koymuştur. Benzer ölçekler
geçerliği kapsamında yapılan analiz sonucunda da ÜUÖ ile Üniversite Yaşamı
Ölçeği arasında yüksek düzeyde bir ilişki bulunmuştur. Ölçeğin Cronbach alfa ile
belirlenen iç tutarlık katsayıları akademik uyum için .92, sosyal uyum için .88,
kişisel-duygusal uyum için .91, kurumsal uyum için .89 ve toplam ölçek puanı
için .94 olarak hesaplanmıştır. ÜUÖ’nün test tekrarı güvenirlik katsayılarının
ise .76 (kişisel uyum) ile .88 (kurumsal uyum) arasında değiştiği belirlenmiştir.
Sonuç olarak, üniversite öğrencileri kapsamında geliştirilen dört faktörlü
ÜUO’nün hem kuramsal hem de istatistiksel olarak geçerlik ve güvenilirlik
ölçütlerini oldukça iyi düzeyde karşıladığı belirlenmiştir.



References

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  • Ames, M. E., Pratt, M. W., Pancer, S. M., Wintre, M. G., Polivy, J., Birnie-Lefcovitch, & S., Adams, (2011). The moderating effects of attachment style on students' experience of a transition to university group facilitation program. Canadian Journal of Behavioural Science, 43(1), 1-12.
  • Arola, N. (2012). Organized activity involvement across the transition to college: Multiple dimensions predicting adjustment. (Unpublished master’s thesis), Loyola University, Chicago.
  • Aslan, S. (2015). Üniversite Yaşamına Uyum Ölçeği’nin geliştirilmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(4), 132-145.
  • Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass Publishers.
  • Ayhan, F. (2005). Ege Üniversitesi öğrencilerinin üniversiteye uyum düzeylerinin çeşitli değişkenlere göre incelenmesi. (Yayınlanmamış yüksek lisans tezi), Ege Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir.
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  • Backhaus, A. L. (2009). The college experience: Exploring the relationships among student socioeconomic background, experiences of classism, and adjustment to college. (Unpublished doctoral dissertation), University of Nebraska, Nebraska.
  • Baker, R., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 33, 31-38.
  • Baker, R. W., & Siryk B. (1986). Exploratory intervention with a scale measuring adjustment to college. Journal of Counseling Psychology, 33(1), 31-38.
  • Baker, R., McNeil, O., & Siryk, B. (1985). Expectation and reality in freshman adjustment to college. Journal of Counseling Psychology, 32, 94-103.
  • Basow, S. A. (2000). Best and worst professors: Gender patterns in students’ choice. Sex Roles, 43, 407-417.
  • Bean, J. P. (1980). Dropouts and turnover: The synthesis and test of a casual model of student attrition. Journal of Research in Higher Education, 12, 155-187.
  • Bohnert, A. M., Aikins,J. W., & Edidin, J. (2007). The role of organized activities in facilitating social adaptation across the transition to college. Journal of Adolescent Research, 22(2), 189-208.
  • Boulter, L. T. (2002). Self-concept as a predictor of college freshman academic adjustment. College Student Journal, 36(2), 234-246.
  • Buote, V. M., Pancer, S. M., Pratt, M. W., Adams, G., Birnie-Lefcovith, S., & Polivy, J. (2007). The importance of friends: Friendship and adjustment among first-year university adjustment. Journal of Adolescent Research, 22(6), 665-689.
  • Busseri, M. A., Rose-Krasnor, L., Pancer, S. M., Pratt, M. W., Adams, G. R., Birnie-Lefcovitch, S., Polivy, J., & Wintre, M. G. (2010). A longitudinal study of breadth and ıntensity of activity ınvolvement and the transition to university. Journal of Research on Adolescence, 21(2), 512-518.
  • Chemers, M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93, 55-64.
  • Clinciu, A. L. (2013). Adaptation and stress for the first year university students. Social and Behavioral Sciences, 78, 718-722.
  • Cooke, R., Bewick, B. M., Barkham, M., Bradley, M., & Audin, K. (2006). Measuring, monitoring and managing the psychological well-being of first year university students. British Journal of Guidance and Counselling, 34(4), 505-517.
  • Cotten, S. R., & Wilson, B. (2006). Student–faculty interactions: Dynamics and determinants. Journal of Higher Education and Educational Planning, 51(4), 487-519.
  • Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231-1244.
  • Duru, E. (2008). The predictive analysis of adjustment difficulties from loneliness, social support, and social connectedness. Educational Sciences: Theory & Practice, 8(3), 849-856.
  • Erdoğan, S., Bekir, H. Ş. ve Şanlı, H. S. (2005). Gazi üniversitesi eğitim fakültesi öğrencilerinin ekonomik, sosyal, kültürel uyum sorunlarını etkileyen bazı etmenler. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 16, 1-13.
  • Fassig, E. I. (2003). Attachment and resilience as predictors of adjustment to college in college freshmen. (Unpublished doctoral dissertation). University of Northern Colorado, Colorado.
  • Feldt, R. C., Graham, M., & Dew, D. (2011). Measurement adjustment to college: construct validity of the student adaptation to college questionnaire. Measurement and Evaluation in Counseling and Development, 44, 9-104.
  • Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75, 203-220.
  • Gall, T. R., Evans, D. R., & Bellerose, S. (2000). Transition to first-year university: Patterns of change in adjustment across life domains and time. Journal of Social and Clinical Psychology, 19(4), 544-567.
  • Gizir, C. A. (2014). Üniversite öğrencilerinin psikolojik danışma gereksinimleri üzerine bir çalışma: Mersin Üniversitesi örneği. I. Avrasya Eğitim Araştırmaları Kongresi'nde Sunulan Bildiri (24-26 Nisan 2014), İstanbul Üniversitesi, İstanbul.
  • Gizir, S. (2019). The sense of classroom belonging among pre-service teachers: Testing a theoretical model. European Journal of Educational Research, 8, 87-97.
  • Hersh, M. A., & Hussong, A. M. (2006). High school drinker typologies predict alcohol ınvolvement and psychosocial adjustment during acclimation to college. Journal of Youth and Adolescence, 5, 738–751.
  • İlhan, E., Çam, Ş.S. ve Çam, Z. (2018). Yükseköğretimde öğrencilerin akademik, sosyal ve kültürel faaliyetlere etkin katılımı. Türk Eğitim Bilimleri Dergisi, 16(2), 213-234.Jackson, L.M. , Pancer, S.M., Pratt, M.W., & Hunsberger, B. (2000). Cognitive complexity of expectations and adjustment to university in the first year. Journal of Adolescent Research, 15, 38-57.
  • Julia, M., & Veni, B. (2012). An Analysis of the factors affecting students’ adjustment at a university in Zimbabwe. International Education Studies, 5(6), 244-250.
  • Katz, S., & Somers, C. L. (2017). Individual and environmental predictors of college adjustment: Prevention and intervention. Current Psychology, 36(1), 56-65.
  • Kim, Y. K., & Sax, L. J. (2011). Are the effects of student-faculty interaction dependent on major? An examination using multi-level modeling. Research in Higher Education, 52(6), 589–615.
  • Kline, R. B. (1998). Principles and practices of structural equation modeling. New York: The Guilford Press.
  • Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
  • Klomegah, R. Y. (2006). Social factors relating to alienation experienced by international students in the United States. College Student Journal, 40(2), 303-315.
  • Krieg, D. (2013). High expectations for higher education? Perceptions of college and experiences of stress prior to and through the college career. College Student Journal, 47(4), 635-643.
  • Kuh, G. D., & Hu, S. (2001). The effects of student-faculty interaction in the 1990s. The Review of Higher Education, 24(3), 309–332.
  • Lau, L. (2003). Institutional factors affecting student retention. Education, 124, 66-80.
  • Lidy, K. M., & Kahn, J. H. (2006). Personality as a predictor of first-semester adjustment to college: The mediational role of perceived social support. Journal of College Counseling, 9(2), 123-134.
  • Mattanah, J. F., Lopez, F. G., & Govern, J. M. (2011). The contributions of parental attachment bonds to college student development and adjustment: A meta-analytic review. Journal of Counseling Psychology, 58(4), 565–596.
  • Meng, H., Huang, P., Hou, N., & Fan, J. (2015). Social self-efficacy predicts chinese college students’ first-year transition: A four-wave longitudinal investigation. Journal of Career Assessment, 23(3), 410-426.
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There are 70 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Seda Sevinç Tuhanioğlu This is me 0000-0001-9009-2276

Cem Ali Gizir 0000-0002-1928-781X

Publication Date May 1, 2020
Submission Date April 1, 2019
Acceptance Date September 23, 2019
Published in Issue Year 2020

Cite

APA Sevinç Tuhanioğlu, S., & Gizir, C. A. (2020). Üniversite Uyum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 67-87. https://doi.org/10.9779/pauefd.547409