Evaluating the Factor Structure and Construct Validity of the Program Sense of Belonging Questionnaire

A strong sense of belonging has been shown to play a critical role in students' academic success and mental well-being. Developing tools to assess belongingness among student physical therapists may help to identify those who are at risk for academic struggles and mental health challenges, as well as to evaluate the impact of interventions designed to foster belongingness.

The Program Sense of Belonging (ProSB) questionnaire was developed to assess student physical therapists' sense of belonging within their educational program. A preliminary analysis of the ProSB questionnaire identified a two-factor structure, with dimensions of "social acceptance" and "valued competence." The purpose of this study was to further evaluate the factor structure and construct validity of the ProSB questionnaire using exploratory (EFA) and confirmatory (CFA) factor analysis.

A total of 634 student physical therapists completed the ProSB questionnaire as part of an anonymous online survey.

Half of the responses were used for EFA (n = 317) and the other half for CFA (n = 317). Exploratory factor analysis was first conducted to evaluate the factor structure of the ProSB questionnaire. Confirmatory factor analysis was then performed to determine whether the factor structure identified through EFA was supported in an independent subsample of students.

Exploratory factor analysis yielded a 2-factor structure, with dimensions of social acceptance and valued competence. Confirmatory factor analysis model fit indices suggested acceptable model fit (comparative fit index = 0.96 and standardized root mean square residual = 0.04), with all items loading significantly (P < .001) on their respective factors.

Our findings support the construct validity of the ProSB questionnaire as a multidimensional measure of program-level belongingness among student physical therapists.

The ProSB questionnaire appears to be a psychometrically sound tool for assessing program-level sense of belonging among student physical therapists, with potential applications in research, program evaluation, and student support initiatives.