Developing and validating an adjustment assessment instrument for college students in the Sultanate of Oman Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/ff365869x

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  • The aim of this investigation was to develop an Adjustment Assessment Instrument for Omani College Students. The adjustment instrument items were constructed and grouped into academic, family, social and personal adjustment areas common to Omani college students. The content validity of the adjustment instrument was determined by utilizing two Delphi panels. The first panel examined the instrument items which represented Omani students' adjustment areas. The second panel determined the instrument items' content domains and the appropriateness of their dimensions. The revised 190 item instrument was administered to 30 Omani Students at Sultan Qaboos University (SQU) in order to test the wording of the items and determine the actual time for the completion of the instrument. One item was dropped from the instrument leaving 189 items, including 70 positive and 119 negative items. The developed adjustment instrument was administered to 400 Omani students at SQU. Internal consistency reliability and test-retest reliability for the developed instrument were investigated. The test-retest reliability was determined by administering the instrument to 37 subjects using two week intervals between the two tests. In addition to reliability consideration, construct validity was determined by examining (a) instrument dimensionality, (b) factor analysis, (c) item analysis, and (d) internal consistency. The results revealed that the developed adjustment instrument possessed high reliability estimation which was adequate for individual measurement. In addition, the results supported the construct validity of the instrument as an adjustment measure. The results of the correlation matrix of the developed four dimensions and of the inter-factor correlation of the adjustment questionnaire provided evidence for the multidimensionality of the instrument. Also, factor analysis results confirmed that the developed instrument consisted of four dimensions: academic, family, social and personal adjustment. Moreover, item-total correlation finalized the instrument, which included 58 items, of which 25 were positive and 32 negative. These items were retained as adjustment item statements for the final Adjustment Instrument for College Students. The results of the internal consistency measurements provided additional support for the construct validity of the final adjustment instrument.
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