Scale Analysis

The questionnaire assessing intra-individual and inter-individual differences in student adjustment consists of 67 items, which together form a General Adjustment Index and four subscales. The analysis of the scale includes multiple stages and statistical procedures to ensure the reliability and validity of the questionnaire.

Purpose

The purpose of the questionnaire is to evaluate the intra-individual and inter-individual differences in students’ adaptation across various areas of university life. It consists of 67 questions, of which 34 are negatively worded and 33 are positively worded. The total score from these items provides an index of general adjustment to university life.

Scoring

The questionnaire is structured into four subscales, each representing a different aspect of student adjustment:

Academic Adjustment

Evaluates how well the student adapts to the academic demands of university life.
Includes questions related to academic performance, class attendance, and managing academic responsibilities.

Emotional Adjustment

Assesses the presence of psychological and emotional symptoms.
Evaluates the student’s ability to cope with stress and emotional challenges during university life.

Social Adjustment

Measures how well the student manages interpersonal relationships in the university environment.
Includes questions about socialization, forming friendships, and participating in social activities.

Commitment to the Academic Department

Assesses the degree to which the student feels connected to their specific academic department and the university environment overall.
Includes questions related to the student’s engagement with their field of study and their sense of belonging to the department.

Statistical Analysis

To evaluate intra- and inter-individual differences in student adjustment across various areas of university life, specific statistical procedures are employed. The questionnaire includes 67 items (34 negatively worded, 33 positively worded) and consists of four subscales: Academic Adjustment, Emotional Adjustment, Social Adjustment, and Commitment to the Academic Department. Responses are given on a nine-point Likert-type scale, with higher scores indicating greater adjustment ability.

Validity and Reliability

The reliability of the questionnaire is considered high when Cronbach’s alpha coefficients exceed 0.70 for all subscales and the overall adjustment index. Additionally, high test-retest and split-half reliability coefficients further confirm that the tool consistently and accurately measures intra-individual and inter-individual differences in student adjustment across various dimensions of university life.

References

Gloria, A. M., & Ho, T. A. (2003). Environmental, social, and psychological experiences of Asian American undergraduates: Examining issues of academic persistence. Journal of Counseling and Development, 81, 93–105.