University Student Depression Inventory: Measurement model and psychometric properties

Abstract

University Student Depression Inventory (USDI) was developed to assess the symptoms of depression among the university students. Considering the debilitating nature of depression among university students globally, USDI was translated in Persian and validated using university students from Iran. A battery including the Persian version of USDI and scales measuring suicide, depression, and stress was administered to a normative sample of 359 undergraduate students, and an additional clinical sample of 150 students referred to the university's mental health centre. The results supported the factor structure and the psychometric properties of the translated version. Confirmatory factor analysis upheld the previously reported three-factor first-order and one-factor second-order structure. The internal consistency, test-retest reliability, and concurrent and discriminant validity of the Persian version were supported. Cut-off points using receiver operating characteristic curve analysis were established to identify students at risk. Gender differences on the symptoms of depression were evident only in the normative sample, where male participants, compared with female students, had higher mean scores in lethargy, cognitive/emotion, and academic motivation subscales. The translated scale can be used with Persian-speaking students in Iran and the neighbouring countries as well as those settled in the West to identify symptoms of depression for further evaluation and management.

The effects of a self‐management treatment package on daily step count in university students with depressive symptoms

“…This 30‐item scale measures depression symptoms that may be more specific to students versus general clinical depression inventories. The USDI has been reported to have strong reliability and validity (Habibi et al., 2014; Khawaja & Bryden, 2006; Romaniuk & Khawaja, 2013) and convergent validity with previously validated measures of depression, including the BDI‐2 (Habibi et al., 2014) and the depression subscale of the Depression Anxiety Stress Scale (DASS; Khawaja & Bryden, 2006). Each item on the USDI is scored using a 5‐point Likert scale ranging from 1 ( not at all ) to 5 ( all the time ).…”

“…No participants met exclusion criteria relating to the USDI. The researcher recorded each participant's total score and subscale scores (Habibi et al., 2014).…”

“…Importantly, most studies that measure depression symptoms rely on indirect self‐report measures like the Beck Depression Inventory 2 nd Ed. (BDI‐2; Habibi et al., 2014). Although indirect measures may pose issues with bias (e.g., Cooney et al., 2013), they is a way to capture unobservable or difficult to assess symptoms.…”

Rasch Analysis of the University Student Depression Inventory (USDI) Using the Polytomous Partial Credit Model

“…The validity and reliability of the USDI have already been investigated by several researchers. Psychometric validation studies using multi-cultural student populations confirmed the factor structure of the USDI (Sharif et al 2011;Romaniuk and Khawaja 2013;Khawaja et al 2013;Habibi et al 2014). To obtain a measure of student depression using the USDI, the ordinal scores for all the items are summated, and a higher total indicates a higher risk of depressive disorder.…”

Γλωσσική Προσαρμογή και Ψυχομετρικά Χαρακτηριστικά της Κλίμακας University Student Depression Inventory (USDI)

“…Τόσο η ιρανική εκδοχή του USDI που χορηγήθηκε σε 509 φοιτητές στο Ιράν, όσο και η πορτογαλική εκδοχή που χορηγήθηκε σε 321 φοιτητές πανεπιστημίων της Πορτογαλίας, παρουσιάζουν ικανοποιητικούς δείκτες εσωτερικής συνοχής και επαναληπτικών μετρήσεων, αλλά και υψηλή συγχρονική, συγκλίνουσα και αποκλίνουσα εγκυρότητα, γεγονός που τα καθιστά αξιόπιστα και έγκυρα εργαλεία, κατάλληλα για χρήση στο φοιτητικό πληθυσμό. Όπως προέκυψε μετά από τη διερευνητική και την επιβεβαιωτική ανάλυση παραγόντων, η πορτογαλική εκδοχή του USDI, επιβεβαίωσε την παραγοντική δομή του αρχικού εργαλείου (Santos, Pereira, & Veiga, 2008), ενώ στην ιρανική εκδοχή, το μοντέλο το οποίο προτείνεται είναι εκείνο των τριών πρώτης-τάξης παραγόντων και του ενός δεύτερης-τάξης γενικού παράγοντα (Habibi, Khawaja, Moradi, Dehghani, & Fadaei, 2014).…”