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Student Adaptation to College Questionnaire (Baker & Siryk,
Transcript of Student Adaptation to College Questionnaire (Baker & Siryk,
Population: college students from all college levels
Purpose: assess how well a student is adapting to the
demands of the college experience
Two Primary Applications of SACQ: 1. Counseling
2. Basic Research
Assumes that adjustment to college is multifaceted
Academic, Social, Personal-Emotional, & Goal Commitment/Institutional Adjustment
The norm group for the T score and percentiles consisted of 1,424 undergraduates at Clark University during the 1980s.
No demographic information provided on norm group
Adjustment to college is:
predictive of college grades
an unusually good predictor of college retention
(Credé & Niehorster, 2012)
Intercorrelations between subscales and Full Scale show that each subscale correlates with the Full Scale (0.7 - 0.8 correlations)
A series of studies showed that there was a relationship between the Full Scale, the subscales, and a variety of external criteria.
Strong face and content validity
(Baker &, Siryk, 1989)
Presentation by: Mandy Donlon
Full Scale Score
Comprised of all subscale scores
Do not interpret in isolation
Review with subscale scores
Goal Commitment/Institutional Attachment
feelings about, or the degree of satisfaction with, being in college in general
feeling about, or the degree of satisfaction with, attending the particular institution at which the student is currently enrolled
attitudes towards academic goals and the academic work required
how well motivation is being translated into actual academic effort
success of academic efforts as reflected in academic performance
satisfaction with academic
environment and what it
has to offer
sense of psychological well-being
sense of physical well-being
extent and success of social activities and functioning
involvement and relationships with other persons on campus
dealing with social relocation, being away from home/significant people there
satisfaction with social aspects of college environment
Current Alpha Coefficient Values:
Academic Adjustment: 0.81 - 0.91
Social Adjustment: 0.83 - 0.91
Personal-Emotional Adjustment: 0.77 - 0.86
Institutional Attachment: 0.85 - 0.91
Full Scale: 0.92 - 0.95
College has been found to be one of the most stressful times in an individual’s life (Bland, Melton, Welle, & Bigham, 2012).
Students are faced with a loss of support and increased pressures and responsibilities.
Compared to their working peers, college students are disproportionately saddled with more stress (Voelker, 2003).
Norms based on sample from one college
Transparency of purpose
How to Use
Can be used with all college levels
Can be used to identify students who may struggle
Examination of subscales will provide important clues to interventions
Meet personally with students to discuss results
Students should be advised that these variables are more likely to change than more stable traits
Additional Adjustment Measures for College
No other measure looks at quality of adjustment specifically
College Adjustment Scales (Anton & Reed, 1991)
College Adjustment and Study Skills Inventory (Christensen, 1968)
The College Inventory of Academic Adjustment (Borow, 1949).
Anton, W. D., & Reed, J. (1991). College Adjustment Scales.
Baker, R. W., & Siryk, B. (1989). Student Adaptation to College
Questionnaire Manual. Los Angeles: CA. WPS.
Barclay, J. (1989). Student Adjustment Inventory.
Bland, H. W., Melton, B. F., Welle, P., & Bigham, L. (2012). Stress tolerance:
New challenges for millennial college students. College Student Journal, 46(2), 362-375.
Borow, H. (1949). College Inventory of Academic Adjustment, The.
Christensen, F. (1968). College Adjustment and Study Skills Inventory.
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. doi:10.1007/s10648-011-9184-5
Voelker, R. (2003). Mounting student depression taxing campus mental
health services. JAMA: The Journal of the American Medical Association, 289(16), 2055-2056.