Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Student Adaptation to College Questionnaire (Baker & Siryk,

No description
by

Amanda Donlon

on 18 November 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Student Adaptation to College Questionnaire (Baker & Siryk,

Student Adaptation to College Questionnaire (SACQ)
Introduction
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
Psychometric Properties
Normative Sample:
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
Why Important?
Adjustment to college is:

predictive of college grades

an unusually good predictor of college retention

multidimensional

(Credé & Niehorster, 2012)
Reliability
Validity
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
Overall adjustment
Comprised of all subscale scores
Do not interpret in isolation
Review with subscale scores
Personal-Emotional Adjustment
Goal Commitment/Institutional Attachment
General:
feelings about, or the degree of satisfaction with, being in college in general

This College:
feeling about, or the degree of satisfaction with, attending the particular institution at which the student is currently enrolled
Motivation :
attitudes towards academic goals and the academic work required
Academic Adjustment
Application:
how well motivation is being translated into actual academic effort
Performance:
success of academic efforts as reflected in academic performance
Academic Environment:
satisfaction with academic
environment and what it
has to offer
Psychological
sense of psychological well-being
Physical
sense of physical well-being
General:
extent and success of social activities and functioning
Other:
involvement and relationships with other persons on campus
Nostalgia:
dealing with social relocation, being away from home/significant people there
Social Environment:
satisfaction with social aspects of college environment
Social Adjustment
Administration/Scoring
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
Limitations
College Life
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

Self-report measure

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).




References
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.



Full transcript