Development and Evaluation of the Inventory of New College Student Adjustment

Autor/inn/en	Watson, Joshua C.; Lenz, A. Stephen
Titel	Development and Evaluation of the Inventory of New College Student Adjustment
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 22 (2020) 3, S.425-440 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watson, Joshua C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025118759755
Schlagwörter	Measures (Individuals); Student Adjustment; Student Personnel Workers; College Freshmen; First Year Seminars; Factor Analysis; Test Validity; Test Construction; Social Support Groups; Self Concept Measures; Academic Ability; Academic Self Concept Scale + Suchen Sie Ihr Suchwort? Messdaten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienanfänger; Faktorenanalyse; Testvalidität; Testaufbau; Social support; Soziale Unterstützung
Abstract	The Inventory of New College Student Adjustment (INCA) was developed to assist college student personnel in assessing adjustment difficulties experienced by first-year college students. A sample of 474 first-year college students (282 women, 59%; 192 men, 41%) enrolled in a first-year seminar course at a medium-sized 4-year university in the central southern region of the United States completed the INCA. Exploratory and confirmatory factor analyses confirmed a two-factor scale explaining 47.17% of the variance in scores. Convergent validity analyses support the INCA as a sufficiently valid measure suitable for use as a brief screening tool in both research and practice settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01