Adaptation and Validation of the University Adjustment Scale for Azerbaijani Students

Öz

University adjustment is a multidimensional process involving academic, social, personal–emotional, and institutional adaptation. The assessment of university adjustment using culturally appropriate and psychometrically sound instruments is important for understanding students’ adaptation processes and identifying adjustment-related difficulties. The purpose of this study was to adapt the University Adjustment Scale (UAS) into Azerbaijani and to examine its psychometric properties among Azerbaijani university students. The UAS is a multidimensional instrument designed to assess academic, social, personal–emotional, and institutional adjustment to university life. Following the linguistic and conceptual adaptation procedures, the scale was administered to university students in Azerbaijan. The study sample consisted of 499 students enrolled at Khazar University in Azerbaijan. Construct validity was evaluated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Internal consistency reliability was assessed using Cronbach’s alpha coefficients and corrected item–total correlations. The reliability analyses demonstrated satisfactory internal consistency for the Azerbaijani version of the UAS, with Cronbach’s alpha coefficients ranging from .800 to .924 across the subdimensions and the total scale. Preliminary reliability analyses indicated that Item 41 demonstrated weak psychometric performance and was therefore excluded from subsequent analyses, resulting in a final 44-item version of the scale. The EFA findings generally supported the original four-factor structure of the UAS, and the four-factor structure explained 38.25% of the total variance. In the CFA, the chi-square value was significant (χ² = 2773.83, df = 896, p < .001). The fit indices were CFI = .776, TLI = .764, RMSEA = .065, and SRMR = .065. Overall, the findings suggest that the Azerbaijani version of the UAS is a valid and reliable instrument for assessing university adjustment among Azerbaijani university students. The scale may contribute to future research and student support practices in the Azerbaijani higher education context.

Anahtar Kelimeler

• University adjustment;
• scale adaptation
• validity and reliability
• confirmatory factor analysis
• azerbaijani students

Destekleyen Kurum

Khazar University

Etik Beyan

This study received formal ethical approval from the Ethics Research Committee of Khazar University, Baku, Azerbaijan, in accordance with Protocol No. 1 dated September 16, 2024. Informed consent was obtained from all participants before the data collection process. Permission to adapt the scale from Turkish into Azerbaijani and to use it for research purposes was granted by the relevant rights holder, Seda Sevinç Tuhanioğlu. All procedures were conducted in accordance with the principles of research and publication ethics.

Azerbaycanlı Öğrenciler İçin Üniversiteye Uyum Ölçeğinin Uyarlanması ve Geçerlik-Güvenirlik Çalışması

Öz

Üniversiteye uyum; akademik, sosyal, kişisel-duygusal ve kurumsal uyumu içeren çok boyutlu bir süreçtir. Üniversiteye uyumun kültürel açıdan uygun ve psikometrik olarak sağlam ölçme araçlarıyla değerlendirilmesi, öğrencilerin uyum süreçlerini anlamak ve uyumla ilişkili güçlükleri belirlemek açısından önem taşımaktadır. Bu çalışmanın amacı, Üniversiteye Uyum Ölçeği’ni (University Adjustment Scale — UAS) Azerbaycan Türkçesine uyarlamak ve Azerbaycanlı üniversite öğrencileri arasında psikometrik özelliklerini incelemektir. UAS, üniversite yaşamına akademik, sosyal, kişisel-duygusal ve kurumsal uyumu değerlendirmek üzere geliştirilmiş çok boyutlu bir ölçme aracıdır. Dilsel ve kavramsal uyarlama süreçlerinin ardından ölçek, Azerbaycan’daki üniversite öğrencilerine uygulanmıştır. Araştırmanın örneklemini Azerbaycan’daki Hazar Üniversitesi’nde öğrenim gören 499 öğrenci oluşturmuştur. Yapı geçerliği, açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) kullanılarak değerlendirilmiştir. İç tutarlılık güvenirliği ise Cronbach alfa katsayıları ve düzeltilmiş madde-toplam korelasyonları aracılığıyla incelenmiştir. Güvenirlik analizleri, UAS’nin Azerbaycan Türkçesi formunun yeterli düzeyde iç tutarlılığa sahip olduğunu göstermiştir; alt boyutlar ve toplam ölçek için Cronbach alfa katsayıları .800 ile .924 arasında değişmiştir. Ön güvenirlik analizleri, 41. maddenin zayıf psikometrik performans gösterdiğini ortaya koymuş ve bu nedenle söz konusu madde sonraki analizlerden çıkarılmıştır. Böylece ölçeğin nihai formu 44 maddeden oluşmuştur. AFA bulguları, genel olarak UAS’nin özgün dört faktörlü yapısını desteklemiş ve dört faktörlü yapı toplam varyansın %38.25’ini açıklamıştır. DFA sonucunda ki-kare değerinin anlamlı olduğu görülmüştür (χ² = 2773.83, sd = 896, p < .001). Uyum indeksleri CFI = .776, TLI = .764, RMSEA = .065 ve SRMR = .065 olarak bulunmuştur. Genel olarak bulgular, UAS’nin Azerbaycan Türkçesi formunun Azerbaycanlı üniversite öğrencilerinin üniversiteye uyum düzeylerini değerlendirmek için geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. Ölçek, Azerbaycan yükseköğretim bağlamında gelecekte yapılacak araştırmalara ve öğrenci destek uygulamalarına katkı sağlayabilir.

Anahtar Kelimeler

• univeristeye uyum
• ölçek uyarlama
• geçerlilik ve güvenirlilik
• doğrulayıcı faktör analizi
• Azerbaycanlı öğrenciler

Destekleyen Kurum

Hazar universitesi-Baku

Etik Beyan

Bu çalışma için gerekli etik kurul onayı Bakü, Azərbaycanda yerleşen Hazar Universitesi Etik araştırma komitesinin 16.09. 2024 tarihli 1 saylı protokolüne uygun olarak resmi izin alınmıştır.ndan alınmıştır. Araştırmaya katılan tüm katılımcılardan bilgilendirilmiş onam alınmıştır. Ölçeğin Türkçeden/Azerbaycancaya uyarlanması ve araştırmada kullanımı için gerekli izin ilgili kişiden Seda Sevinç Tuhanioğlundan alınmıştır. Araştırma süreci araştırma ve yayın etiği ilkelerine uygun olarak yürütülmüştür.

Kaynakça

1. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. https://doi.org/10.1037/0003-066X.55.5.469
2. Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31(2), 179–189. https://doi.org/10.1037/0022-0167.31.2.179
3. Baker, R. W., & Siryk, B. (1989). Student adaptation to college questionnaire manual. Western Psychological Services.
4. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
5. Bewick, B., Koutsopoulou, G., Miles, J., Slaa, E., & Barkham, M. (2010). Changes in undergraduate students’ psychological well‐being as they progress through university. Studies in Higher Education, 35(6), 633–645. https://doi.org/10.1080/03075070903216643
6. 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 & Counselling, 34(4), 505–517. https://doi.org/10.1080/03069880600942624
7. Credé, M., & Niehorster, S. (2012). Adjustment to college as measured by the Student Adaptation to College Questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24(1), 133–165. https://doi.org/10.1007/s10648-011-9184-5
8. Cutrona, C. E. (1982). Transition to college: Loneliness and the process of social adjustment. In L. A. Peplau & D. Perlman (Eds.), Loneliness: A sourcebook of current theory, research, and therapy (pp. 291–309). Wiley.

9. Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231–1244. https://doi.org/10.1002/jclp.20295
10. Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299. https://doi.org/10.1037/1082-989X.4.3.272
11. Fisher, S., & Hood, B. (1987). The stress of the transition to university: A longitudinal study of psychological disturbance, absent-mindedness and vulnerability to homesickness. British Journal of Psychology, 78(4), 425–441. https://doi.org/10.1111/j.2044-8295.1987.tb02260.x
12. Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling & Development, 72(3), 281–288. https://doi.org/10.1002/j.1556-6676.1994.tb00935.x
13. Guest, K. (2000). Introducing critical thinking to ‘non-standard' entry students. The use of a catalyst to spark debate. Teaching in Higher Education, 5, 289–299. https://doi.org/10.1080/713699139
14. Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393–416. https://doi.org/10.1177/0013164405282485
15. Holmbeck, G. N., & Wandrei, M. L. (1993). Individual and relational predictors of adjustment in first-year college students. Journal of Counseling Psychology, 40(1), 73–78. https://doi.org/10.1037/0022-0167.40.1.73
16. Kantanis, T. (2000). The role of social transition in students' adjustment to the first-year of university. Journal of Institutional Research, 9, 100-110.
17. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
18. Lafreniere, K. D., & Ledgerwood, D. M. (1997). Influences of leaving home, perceived family support, and gender on the transition to university. Guidance & Counseling, 12, 14-18.
19. Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253. https://doi.org/10.1037/0033-295X.98.2.224
20. Marsh, H. W. (1986). Negative item bias in rating scales for preadolescent children: A cognitive-developmental phenomenon. Developmental Psychology, 22(1), 37–49. https://doi.org/10.1037/0012-1649.22.1.37
21. Pritchard, M., Wilson, G., & Yamnitz, B. (2007). What predicts adjustment among college students? A longitudinal panel study. Journal of American College Health, 56(1), 15–22. https://doi.org/10.3200/JACH.56.1.15-22
22. Rickinson, B., & Rutherford, D. (1995). Increasing undergraduate student retention rates. British Journal of Guidance & Counselling, 23(2), 161–172. https://doi.org/10.1080/03069889508253002
23. Scanlon, L., Rowling, L., & Weber, Z. (2007). “You don’t have like an identity…you are just lost in a crowd”: forming a student identity in the first year transition to university. Journal of Youth Studies, 10, 223-242. https://doi.org/10.1080/13676260600983684
24. Sevinç Tuhanioğlu, S., & Gizir, C. A. (2020). Development of university adjustment scale: Validity and reliability studies. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 67–87. https://doi.org/10.9779/pauefd.547409
25. Tao, S., Dong, Q., Pratt, M. W., Hunsberger, B., & Pancer, S. M. (2000). Social support: relations to coping and adjustment during the transition to university in the People’s Republic of China. Journal of Adolescent Research, 15, 123-144. https://doi.org/10.1177/0743558400151007
26. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press.
27. UNESCO. (2022). Beyond limits: New ways to reinvent higher education. https://unesdoc.unesco.org/ark:/48223/pf0000389912
28. van Sonderen, E., Sanderman, R., & Coyne, J. C. (2013). Ineffectiveness of reverse wording of questionnaire items: Let’s learn from cows in the rain. PLOS ONE, 8(7), Article e68967. https://doi.org/10.1371/journal.pone.0068967
29. Wong, N., Rindfleisch, A., & Burroughs, J. E. (2003). Do reverse-worded items confound measures in cross-cultural consumer research? The case of the material values scale. Journal of Consumer Research, 30(1), 72–91. https://doi.org/10.1086/374697