Cuestionario de Adaptación a la Educación Superior Remota: Adaptación y Estudio Psicométrico en Universitarios

Ferraz, Adriana Satico; Inácio, Amanda Lays Monteiro; Bathaus, Jennifer Kerolly de Oliveira Barros; Santos, Acácia Aparecida Angeli dos

Adriana Satico Ferraz

conception

design of this study

data analysis and interpretation

manuscript revision

approval of the final version

assume public responsibility for content of the manuscript

Centro Universitário de Brasília, Brasília-DF, Brazil

https://orcid.org/0000-0002-9856-0094

Amanda Lays Monteiro Inácio

conception

design of this study

data analysis and interpretation

manuscript revision

approval of the final version

assume public responsibility for content of the manuscript

Universidade Estadual Paulista, Assis-SP, Brazil

https://orcid.org/0000-0003-1892-6242

Jennifer Kerolly de Oliveira Barros Bathaus

conception

design of this study

data analysis and interpretation

manuscript revision

approval of the final version

assume public responsibility for content of the manuscript

Universidade São Francisco, Campinas-SP, Brazil

https://orcid.org/0000-0003-0960-4006

Acácia Aparecida Angeli dos Santos

conception

design of this study

data analysis and interpretation

manuscript revision

approval of the final version

assume public responsibility for content of the manuscript

Universidade São Francisco, Campinas-SP, Brazil

https://orcid.org/0000-0002-8599-7465

Correspondence address: Adriana Satico Ferraz. Centro Universitário de Brasília, SEPN 707/907 - Asa Norte, Brasília-DF, Brazil. CEP 70.790-075. Email: adrianasatico.as@gmail.com

Adriana Satico Ferraz is a Professor of the Centro Universitário de Brasília, Brasília-DF, Brazil.

Amanda Lays Monteiro Inácio is a Professor of the Universidade Estadual Paulista, Assis-SP, Brazil.

Jennifer Kerolly de Oliveira Barros Bathaus is a Master’s degree of the Universidade São Francisco, Campinas-SP, Brazil.

Acácia Aparecida Angeli dos Santos is a Professor of the Universidade São Francisco, Campinas-SP, Brazil.

Associate editor: Adriana Martins Saur

QAES Dimensions	N remaining items	N deleted items	N adapted items	N new items
Institutional	1	2	5	3
Study	4	0	4	3
Career Planning	6	0	2	1
Social	0	0	7	0
Personal-emotional	8	1	0	1

QAES-adapted	CVCt			k	Agreement between judges
QAES-adapted	CL	PR	TR	TD	Agreement between judges
Institutional	.88	.89	.91	.7%	85.19%
Study	.90	.90	.90	1	100%
Career Project	.85	.87	.87	1	100%
Social	.88	.87	.87	1	100%
Personal and Emotional	.88	.87	.85	1	100%

Part 1: Statement and response key labels
1.Understanding of the instructions for completing the questionnaire	AF = 12 (100%)
2. Identification of confusing sections	AF = 0 (0%)
3. Identification of unknown words	AF = 0 (0%)
4. Understanding response key labels	AF = 11 (91.66%)
Part 2: Institutional Dimension Items
1. Identification of similar content	AF = 1 (8.33%)
2. Difficulty understanding	AF = 0 (0%)
Items for Study, Career Project, Social, Personal-emotional Dimensions
1. Identification of similar content	AF = 2 (16.66%)
2. Difficulty understanding	AF = 0 (0%)
Rewording of item	Reworded item
Institutional Dimension Items Remote classes meet my learning needs	Remote classes meet my theoretical learning needs
Study Dimension Item. The environment in my home is appropriate for watching the online classes	The environment in my home is appropriate for attending the online classes

Items for Institutional Factor			CFA1	CFA2	CFA3
1. Remote classes meet my learning needs			.68	.70	.70
6. I identify with my University (e.g. values, rules)			.35	-	-
11. I have adapted to remote classes			.86	.88	.89
16. My professors are good at online classes			.56	.57	.58
21. I am well served at my university when I have bureaucratic, administrative, or access problems in remote classes			.51	.51	.52
22. I consider the proposals for adapting the practical disciplines to online classes to be adequate.			.57	.59	.59
26. I like the cultural activities promoted by my University during the period of isolation			.32	-	-
31. I know the operating rules of my University			.40	.39	-
36. I am satisfied with my University’s students support areas (e.g. virtual library, online platform access tutorials, chats with teachers)			.57	.58	.58
Items for Social Factor
2. Even if I have different points of view, I get along well with my classmates.			.47	.47	.47
7. Even while remote, I feel quite close to the group of friends I made at the University.			.56	.55	.55
12. I feel satisfied with the online interactions with friends at the University			.82	.83	.83
17. I feel integrated into the group of classmates who attend the same online classes as I do.			.55	.55	.56
27. Even while remote, I seek for the company of colleagues from the University during my leisure time			.23	-	-
32. Even while remote, I have a group of friends from the University that I can turn to whenever I need it.			.48	.46	.46
37. Even while remote, it is easy to establish good relationships with my classmates.			.70	.69	.70
Items for Study Factor
3. I can take good notes in class			.49	.49	.49
8. I carry out academic activities on time			.41	.42	.42
13. I can identify the reasons why I do well or badly in online classes			.46	.48	.48
18. I plan my study activities on a daily basis			.49	.49	.49
23. I am able to focus on the study tasks as long as necessary			.72	.72	.72
28. After classes, I organize and systematize the information to study better			.44	.42	.42
33. I put effort in the study to achieve good results			.39	-	-
38. I do not give up on understanding the subject even when I find it difficult.			.48	.47	.47
41. The equipment I have at home is suitable for attending online classes			.47	.48	.48
43. The environment in my home is appropriate for attending the online classes			.54	.55	.55
45. I can attend online classes			.57	.57	.58
Items for Personal-emotional factor
4. Recently, I have felt more more irritable than usual in the University.			.65	.65	.65
9. For the past few weeks I have been having thoughts about myself that made me sad.			.69	.70	.70
14. Lately I have been feeling disoriented and confused.			.76	.77	.77
19. In the past few weeks I have been feeling anxious.			.64	.65	.65
24. Lately, I have been feeling sad or downcast.			.75	.76	.76
29. Lately, I feel insecure about my abilities.			.45	.47	.47
34. Lately, there have been situations where I feel like I am losing control.			.70	.72	.72
39. In recent weeks, I have been feeling without energy and more tired.			.72	.72	.73
44. I feel that since the switch to remote classes I am in no mood			.75	.75	.76
Items for Career Planning Factor
5. I am in the college course I have always dreamed of.			.52	.53	.54
10. I believe that I can fulfill myself professionally with the course I have chosen			.80	.81	.81
15. I feel like I am on a course that matches my interests and abilities.			.68	.69	.70
20. Even with the changes in the format of the classes, I think I am having a good preparation for the professional life I want in the future.			.78	.80	.80
25. I feel that with this course I will be able to achieve my goals			.81	.82	.82
30. I’m sure this is the best course for me			.82	.82	.82
35. Even with the switch to online classes, I would not change course			.63	.64	.64
40. I am sure of the importance that my course will have in my life in the future			.59	.59	.60
42. I am afraid that the current change in the format of classes will hinder my performance as a professional in the future.			.52	-.77	-.77
Plausibility of models
CFA1	χ²/gl = 2.93	RMSEA = .08 (90% CI .08 - .08)		CFI = .85	TLI = .84
CFA2	χ²/gl = 3.02	RMSEA = .08 (90% CI .07 - .08)		CFI = .86	TLI = .85
CFA3	χ²/gl = 3.12	RMSEA = .08 (90% CI .08 - .09)		CFI = .86	TLI = .85
Reliability Indices and correlations* between the factors of the CFA3 Model
	Institutional	Social	Study	Personal- emotional	Career Planning
Institutional	ω total = .90
Social	.60	ω total = .86
Study	.67	.53	ω total = .85
Personal-emotional	-.86	-.70	-.84	ω total = .93
Career Planning	.54	.46	.63	-.57	ω total = .92

[1] Correspondence address: Adriana Satico Ferraz. Centro Universitário de Brasília, SEPN 707/907 - Asa Norte, Brasília-DF, Brazil. CEP 70.790-075. Email: adrianasatico.as@gmail.com

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Cuestionario de Adaptación a la Educación Superior Remota: Adaptación y Estudio Psicométrico en Universitarios

Resumen