Estructura interna del Student Adaptation to College Questionnaire (SACQ) en universitarios de primer año

Abstract

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.