Abstract
The purpose of this study was to validate a new measure of undergraduate college students’ responses to perceived academic difficulties, the College Student Adaptative and Maladaptive Academic Behaviors Scale (CSAMABS). Participants were undergraduate college students assessed at two timepoints ( N = 598). Exploratory and confirmatory factor analysis and associated modifications to items resulted in three subscales indicative of avoidance behaviors, active engagement, and academic support seeking, each with strong internal consistency and test–retest reliability. Avoidance behaviors were positively associated with both procrastination and cognitive behavioral avoidance. Students scoring lower on avoidance and higher on active engagement had higher cumulative grade point averages (GPAs) both at the end of the semester in which data were collected and at the end of the following semester. Support seeking was unassociated with GPA at either timepoint. The CSAMABS is a reliable and valid measure of responses to perceived academic difficulties specific to the postsecondary context.
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