Psychometric properties of the Academic Major Satisfaction Scale (AMSS) in Brazilian College Students

Ana Karla Silva Soares,Bruna Da Silva Nascimento,Daniely Fernandes Kamazaki,Jacqueline Silvestre Da Silva,Nataly Da Cruz Serejo Barbosa

doi:10.18800/psico.202101.010

Abstract

Academic satisfaction has been studied from different perspectives that considerate distinct ways of measurement. However, the plurality of evaluated facets prevents a more parsimonious assessment of the general students’ academic satisfaction. In the article, we aimed to provide psychometric evidence of the validity and reliability for the AMSS in Brazil in two studies (N = 893). In Study 1, an exploratory factor analysis and item parameters (Item Response Theory) support the one-factor solution and the suitability of the six items. Moreover, evidence for factorial invariance across gender and convergent validity with the PANAS and with the SWLS was also presented in Study 2. In conclusion, the present paper provides evidence of the adequacy of the AMSS to evaluate global satisfaction with the academics course in Brazil.

Highlights

Academic satisfaction has been studied from different perspectives that considerate distinct ways of measurement
The Academic Major Satisfaction Scale (AMSS) is a six-item self-report measure developed by Nauta (2007) to assess global academic satisfaction (e.g. I often wish I hadn’t gotten into this course; I feel good about the course I’ve selected), administered using a 5-point Likert scale (1 = strongly disagree; 5 = strongly agree)
We confirmed the adequacy of this analysis by calculating the relevant indexes [KMO = .85 and Bartlett, χ2 (15) = 967.90, p

Summary

Introduction

Academic satisfaction has been studied from different perspectives that considerate distinct ways of measurement. The present paper provides evidence of the adequacy of the AMSS to evaluate global satisfaction with the academics course in Brazil. Este estudio proporciona evidencias de la adecuación de la ESCA para evaluar la satisfacción global con el curso académico en Brasil. Este estudo fornece evidências da adequação da ESCA para avaliar a satisfação global com o curso acadêmico na versão em português. All individuals pursue happiness, life satisfaction, and success in social, personal, and professional spheres This has been the object of multiple investigations examining, for example, life satisfaction (Pavot & Diener, 1993; Smith et al, 2017) and job satisfaction (Judge et al, 2017). When it comes to undergraduate students, investigating their level of satisfaction in the degree program (Krieg, 2013; Webber et al, 2013) seems to be more suitable and relevant than analyzing their satisfaction in the work environment, that is more explored among adults (Ritter et al, 2016)

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