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Factor structure of the College Adjustment Scales
1Counseling and Wellness Center, New College/USF at Sarasota, FL 34243-2197, USA. mcampbel@sar.usf.edu
Psychological Reports
|April 25, 2000
Summary
This study found that the College Adjustment Scales may measure a single underlying construct, suggesting caution when interpreting individual subscale scores. Further validation is needed for these college counseling tools.
Area of Science:
- Psychometrics
- Educational Psychology
- Student Affairs
Background:
- The College Adjustment Scales (CAS) are used to assess student adaptation to university.
- Understanding the underlying structure of assessment tools is crucial for accurate interpretation.
- Previous research has not fully elucidated the factor structure of the CAS.
Purpose of the Study:
- To examine the underlying factor structure of the College Adjustment Scales.
- To determine if the CAS subscales measure distinct constructs or a unified one.
- To inform the appropriate use and interpretation of CAS scores in college settings.
Main Methods:
- Principal components analysis was employed to analyze the CAS.
- A correlation matrix of the nine subscales was generated to assess multicollinearity.
- Factor analysis was conducted to identify underlying factors within the CAS.
Main Results:
- Significant multicollinearity was observed among the CAS subscales.
- A single factor emerged, explaining 57% of the total variance.
- Most subscales demonstrated moderate correlations with this primary factor.
Conclusions:
- The College Adjustment Scales may primarily assess a single underlying construct.
- Clinical distinctions suggested by individual subscale scores should be interpreted with caution.
- Further empirical validation of the CAS is recommended, particularly given their potential utility in college counseling centers.