article
Estructura interna del Student Adaptation to College Questionnaire (SACQ) en universitarios de primer año
Fecha
2019Autor
Dominguez-Lara, Sergio
Prada-Chapoñan, Rony
Gravini-Donado, Marbel
Institución
Resumen
Objetivo: La presente investigación tuvo por objetivo obtener evidencias de validez respecto a
la estructura interna de una escala de adaptación a la vida universitaria, el Student Adaptation
to College Questionnaire (SACQ), en estudiantes de primer a˜no de estudios de una universidad
peruana.
Método: Participaron 557 estudiantes (53% mujeres), quienes fueron evaluados de forma colectiva
con el SACQ. Se ejecutó un análisis factorial confirmatorio para evaluar los diversos
modelos de medición del SACQ hallados en la literatura, y al no obtener un ajuste satisfactorio
(además de hallar una cantidad significativa de malas especificaciones), los ítems del SACQ se
analizaron desde un análisis factorial exploratorio con el método de máxima verosimilitud y
rotación Promin.
Resultados: Se obtuvo una estructura breve (27 ítems) de 4 factores (adaptación académica,
institucional, social y personal-emocional) coherente con el planteamiento original del SACQ,
así como indicadores de confiabilidad adecuados.
Conclusión: Las propiedades psicométricas fueron satisfactorias. Se discuten las implicanciones
teóricas y prácticas de los hallazgos. Objective: The objective of this study was to obtain evidence on the internal structure of a
scale on the adaptation to university life, the Student Adaptation to College Questionnaire
(SACQ). It was completed by first-year students of a Peruvian university. A total of 557 students
participated (53% of them women), and were evaluated collectively with the SACQ. Method: A confirmatory factor analysis was carried out to evaluate the different SACQ measurement
models found in the previous studies. As a result of an inability to obtain a satisfactory
adjustment (in addition to finding a significant amount of mis-specifications) the SACQ items
were analysed using an exploratory factorial analysis with the method of maximum likelihood,
as well as Promin rotation.
Results: A short structure (27 items) of four factors (academic, institutional, social, and
emotional-personal adaptation) was obtained, which was consistent with the original SACQ
approach, as well as adequate reliability indicators.
Conclusion: The psychometric properties were satisfactory. The theoretical and practical implications
of the findings are discussed further.