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

Sergio Alexis Dominguez Lara, Rony Prada Chapoñan, Marbel Gravini Donado

• español

  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 año 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 implicaciones teóricas y prácticas de los hallazgos.

• English

  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.