Adaptation and Validation of Indonesian Version of the Commitment to Change Scale

Abstract

Purpose The study aims to adapt and validate the Indonesian version of the commitment to change scale that was initially developed by Herscovitch and Meyer. Methods Data were collected using an online application among faculty members of several universities who have experienced policy changes from the Indonesian government regarding research-related issues. A total of 204 responses were obtained. The data was validated using the Content Validity Index (CVI), the Confirmatory Factor Analysis (CFA), the Convergent and Discriminant correlations as well as the Cronbach’s alpha. Results The results demonstrated that commitment to change could be represented by three dimensions of affective, continuance and normative commitment to change, although there is one item that must be adjusted. The results of the Scale-Content Validity Index (S-CVI) show that the commitment to change scale has excellent content validity (S-CVI/Ave = 0.97). CFA results show a good fit, Cronbach’s alpha obtains good results with ACTC (α = 0.71); CCTC (α = 0.83); NCTC (α = 0.77) and Construct Reliability (CR) values obtained are also quite good with ACTC = 0.85; CCTC = 0.86; NCTC = 0.86. From the results of the convergent and discriminant validity tests, it was found that the affective commitment to change positively correlates with job satisfaction and negatively correlates with job stress. However, both continuance and normative commitment to change scale does not correlate with the two variables. Conclusion The Indonesian version of the commitment to change scale shows good psychometric properties and has proven valid to provide the measurement of commitment to change, especially for the faculty members in Indonesia.

Does meaningful work affect affective commitment to change? Work engagement contribution

“…The commitment to change scale developed by Herscovitch and Meyer (2002) and adapted into Indonesian by Faisaluddin et al (2023) is used to measure affective commitment to change. It comprises three components; affective commitment to change, continuance commitment to change and normative commitment to change.…”

“…For example, academic institutions are compelled to evaluate and enhance themselves based on certain mechanisms such as quality assurance, accreditations and world ranking systems (Hechanova & Cementina-Olpoc, 2013). This was further intensified by government rules and regulations implemented to institutions keep abreast of the times and compete with their counterparts in foreign nations (Faisaluddin et al, 2023). Therefore, higher education institutions in the world, especially those in developing countries, including Indonesia, are required to always be ready to face and predict changes that may occur, so that they can maintain and improve competitiveness, quality and meet the standards demanded by the government.…”