Développement du questionnaire d’adaptation des étudiants à l’université (QAEU)

The Student Adaptation to College Questionnaire (SACQ) for Use with Spanish Students

“…the scale has also been translated into chinese, and the relationship between adjustment and social support was analyzed in a shortened version of the scale that included 28 items (Jou & Fukada, 1995;tao, et al, 2000). three studies on large european samples (i.e., N = 300 or more) have examined the internal consistency and factor structure of slightly condensed versions of the sacQ (Beyers & goossens, 2002;carayon & gilles, 2005;rocha & Matos, 2008). the internal consistency proved satisfactory, but results related to the factor structure were inconsistent.…”

Exploratory Factor Analysis of the Student Adaptation to College Questionnaire Short Version in a Sample of Chilean University Students

“…The original version of the SACQ questionnaire presents adequate reliability indices [α = .92 to α = .95 for the full scale and α> .77 for the dimensions]. This result has been maintained in the responses of student samples from countries such as the France from α = .73 to α = .91 [24], China from α = .64 to .75 [28], Spain α> .84 [21] and Romania from α = .79 to .94 [29].…”

“…However, the literature presents other psychometric validation works where difficulties are described to test the fit of the model with four factors. Thus, different numbers of factors for the SACQ are proposed, such as 6 factors for validation in French students [24]. Difficulties have also been found regarding the relevance of the items for each factor, being the most important weaknesses of such a questionnaire [21,[25][26][27].…”

Réduire les inégalités sociales à l’université : présentation d’un dispositif d’aide à l’orientation et à la transition secondaire-supérieur

“…Le nombre et la nature des dimensions de l'adaptation à l'université ont été étudiés par Baker et Siryk (1989). L'application de leur questionnaire à une population française a permis d'extraire six dimensions : les performances aux examens, l'application, l'appropriation de l'environnement pédagogique, les relations sociales, l'état personnelémotionnel, et l'attachement à l'établissement (Carayon & Gilles, 2005). Plus récemment, Wintre et son équipe (Wintre et al, 2008 ;Wintre et al, 2009) ont montré que l'adaptation à l'université doit bien sûr être envisagée au niveau d'aspects liés au contenu des études (de l'intérêt qu'y trouve l'étudiant et de la réussite) mais aussi aux aspects davantage liés au contexte de vie.…”