Factorial structure of the academic buoyancy scale: A psychometric study on a sample of Jordanian university students
Authors
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Mohammad Saleh Alkaramneh
Department of Administration Curricula and Teaching Methods, Amman Arab University, Jordan.
https://orcid.org/0000-0002-0175-2197
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Mo'en Salman Alnasraween
Faculty of Educational Sciences, Department of Counseling and Education psychology, Yarmouk University, Jordan.
https://orcid.org/0000-0002-1905-6253
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Sharif Alsoudi
College of Arts & Humanities, Psychology Department, A'Sharqiyah University, Oman.
https://orcid.org/0000-0002-2882-0225
DOI:
https://doi.org/10.18488/61.v14i1.4515Abstract
The study aimed to investigate the factorial structure of the Academic Buoyancy Scale (ABS) and verify the validity and reliability of the scale on a sample of Jordanian university students from public and private institutions. The study employed the analytical descriptive approach. The scale consisted of 50 items distributed over five dimensions, which are self-efficacy, uncertain control, anxiety, faculty-student relationship, and academic integration. The results of the confirmatory factor analysis showed the presence of five factors of academic buoyancy. All indicators of the confirmatory factor analysis were appropriate (χ2/df = 2.83, RMSEA = 0.06, GFI = 0.89, CFI = 0.91 and TLI = 0.92). The loadings of the items on the scale’s dimensions were all statistically significant and had high values. The psychometric properties of the scale were verified using several procedures. The results showed that the scale has acceptable validity and reliability indications. The values of the reliability coefficients using Cronbach's alpha ranged between 0.82 and 0.93. This study is a vital step to provide accurate and objective data that helps improve students’ academic experience. Researchers and teachers can provide scientifically based interventions that contribute to enhancing students’ academic success and psychological well-being by developing a valid and reliable scale.
