SACQ Sample Test Report

The Stu Studen dent t Ada Adapta ptatio tion n to Col Colleg lege e Que Questi stionn onnair aire e (SA (SACQ) CQ) by Ro Robe bert rt W. Ba Bake ker, r, Ph Ph.D .D. . an and d Bo Bohd hdan an Si Siry ryk, k, M. M.A. A.  A WPS TEST REPORT by Western Psychological Services  www.wpspubl  www.wpspub lish.com  Version: Vers ion: 3.00 3.000 0 Copyri Cop yright ght (c) 198 1989 9 by Wes Wester tern n Psy Psycho cholog logica ical l Ser Servic vices es

NAME: NAME : M. E. Sa Samp mple le SEX: Fe m ale CURRENT STANDING: Freshman SEMESTER/QUARTER: Semester 1 ST A TUS: Not Given GR A DE  A VER A GE: Not Given ETHNICITY: Not Given

 A NSWER SHEET: 00000001 ID NUMBER: 001 ADMINISTRATION DATE: Not Given PROCESSING D A TE: 04/05/06 BIRTH D A TE: Not Given M A JOR: Not Given

INTRODUCTION

LIMIT A TIONS

This WPS TEST REPORT presents the re the resu sult lts s of the Stude Student nt Adapt Adaptat atio ion n to Co Col lle leg ge Que uest sti ion onn nai air re (SA SACQ CQ) ). The Th e SACQ SACQ is is a 6767-it item em que quest stio ionn nnai aire re desi de sign gned ed to me meas asur ure e th the e ef effe fect ctiv iven enes ess s of st stu ude dent nt ad adj jus ust tme men nt to co col lle leg ge. Thi Th is rep repor ort t pres prese ent nts s scor scores es for for th the Full Sc Scale an and th the fo following fo four subsca sub scales les: : Academic Academic Adjust Adjustmen ment, t, Social Social  Adjustment, Personal-Emoti Personal-Emotional onal  Adjustment, and Attachment. The  Academic Adjustment subscale measures a st stud ude ent nt’ ’s suc succe ces ss at at cop copi ing wi with th the various educational demands characteristic of the college experience. Th The So Social Ad Adjustment sub su bsc sca ale con conta tain ins s item items s rele releve ven nt to the th e inter interpe pers rson onal al-s -soc ocie ieta tal l deman demands ds of col co lle leg ge. Th The e Per ers son ona all-Em Emo oti tio ona nal l subs su bsca cale le is desig designe ned d to exam examin ine e ho how w a stud st uden ent t is fe feel elin ing g ps psyc ycho holo logi gica call lly y and physically physi cally. . The Atta Attachmen chment t subs subscale cale focuse foc uses s on a stu studen dent’s t’s sat satisf isfact action ion  with the college experience in general and an d wi with th th the e co coll lleg ege e he or sh she e is atte at ten ndi din ng in par arti tic cul ula ar. Sc Sco ore res s on 12 cr crit itic ical al it item em cl clus uste ters rs ar are e al also so included in the report. The Th e SAC ACQ Q is app ppr rop opri ria ate for for us use e  with students at any time during their underg und ergrad raduat uate e car career eer. . Use Users rs of thi this s rep epo ort sh sho oul uld d be be fam fami ili lia ar wit with h the the inform inf ormati ation on (inc (includ luding ing inte interpr rpreta etatio tion n guid gu idel elin ines es, , psyc psycho home metr tric ic pro prope pert rtie ies, s, and li limi mit tat ati ion ons s) pre rese sen nte ted d in th the e Manual for the SACQ published by West We ster ern n Psy Psych chol olog ogic ical al Se Serv rvic ices es (W (WPS PS Catalog No No. WW-228B). Th This WP WPS TE TEST REPORT should be used only in conjun con juncti ction on wit with h tha that t man manual ual. .

As with all test results, those thos e pr pres esen ente ted d he here re may conta contain in some some mea eas sur ure eme men nt err rror or. . Us User ers s mu must st exer ex erci cise se the their ir pro profe fess ssio iona nal l judg judgme ment nt in evalu evaluat atin ing g an and d ap appl plyi ying ng the res esu ult lts s pr pres esen ent ted in th thi is re rep por ort t. The WPS WPS TES TEST T REPO REPOR RT sho shoul uld d alwa alway ys be co considered in in co combination wi with inform inf ormati ation on obtaine obtained d fro from m other sources, such as face-to-face interviews. Results are presented relative to a standardization sample and an d are are th the ere refo for re not not ab abs sol olut ute e. For example, if the results suggest that a student is high on some scale, it si simply me means th that th the st student is is abo bov ve the the aver avera age of of the the stan standa dar rdizat iz atio ion n sampl sample e (whic (which h may or may may not rep epr res ese ent th the e pop opu ula lat tio ion n of col oll leg ege e stud st uden ents ts to which which this this indi indivi vidu dual al belo be long ngs) s). .

DEF EFIN INI ITI TIO ONS T wo technical ter m s are used in thi this re rep por ort t: T-s -sc cor ore e and per percentile score. T-scores are used to expr ex pres ess s tes test t sco score res s in in rel relat atio ion n to to the th e sta stan nda dar rdi diza zat tio ion n sa samp mpl le. In th the e standa sta ndardi rdizat zation ion sam sample ple, , T-scor T-scores es have ha ve a mean mean of of 50 and and a stand standar ard d devi de viat ati ion of 10 10. . Per erc cen ent til ile e sc scor ores es show the number of people out of 100 10 0 in in the the st stan anda dard rdiz izat atio ion n sample wh who sc scored lo lower th than th the student.

In the profile below, the student s T-scores and percentile scores are plotted for the Full Scale and the four subscales. This histogram features dashed lines at approximately the 16th, 50th, and 84th percentiles. Scores above the top line can be considered above average and scores below the bottom ’

line below average. Barring any confounding circumstances, such as contrived responses, the higher the score the better the adjustment. The student s actual raw scores and T-scores are printed at the bottom of the profile, below the scales to which they correspond. ’

Profile of Student Adaptation to College Scores T ^^ 80 78 76 74 72 70 68 66 64 62 60 58 56 54 52 50 48 46 44 42 40 38 36 34 32 30 28 26 24 22 20

% +--------------------------------------------------------------+ 99+| | | 99 | | | 99 | | | 99 | | | 99 | | | 99 | | | 98 | | | 96 | | | 95 | | | 92 | | | 88 | | ******** | 84 |----------|--********-----------------------------------------| 79 | | ******** | 73 | | ******** | 66 | | ******** | 58 | ******** | ******** | 50 |-********-|--********-----------------------------------------| 42 | ******** | ******** ******** | 34 | ******** | ******** ******** ******** | 27 | ******** | ******** ******** ******** | 21 | ******** | ******** ******** ******** ******** | 16 |-********-|--********-----********-----********-----********--| 12 | ******** | ******** ******** ******** ******** | 8 | ******** | ******** ******** ******** ******** | 5 | ******** | ******** ******** ******** ******** | 4 | ******** | ******** ******** ******** ******** | 2 | ******** | ******** ******** ******** ******** | 1 | ******** | ******** ******** ******** ******** | 1 | ******** | ******** ******** ******** ******** | 1 | ******** | ******** ******** ******** ******** | 1 | ******** | ******** ******** ******** ******** | 1 | ******** | ******** ******** ******** ******** | +--------------------------------------------------------------+ | | SUBSCALES | | F U L L | ACADEMIC | SOCIAL | PERS-EMOT | ATTACHMENT | |S C A L E | ADJUSTMENT | ADJUSTMENT | ADJUSTMENT | | |----------+------------+------------+------------+------------| Raw Score| 437 | 180 | 109 | 84 | 104 | T-Score | 52 | 63 | 43 | 46 | 48 | +----------+------------+------------+------------+------------+

 ANALYSIS OF CLUSTER SCORES In this section of the report, all of the items are organized into 12 critical clusters. These clusters represent different aspects of each subscale and were derived through logical analysis. The clusters for each subscale are grouped together. The mean raw score

for each cluster will be reported, along with the raw score for each item in the cluster and a brief description of the items. Examination of the clusters may be helpful in exploring the quality of a student s adjustment to college. The higher the item raw score, the better the selfevaluated adjustment to college. ’

 ACADEMIC ADJUSTMENT Cluster 1: Motivation Mean of item raw scores: Item Raw Number Score Description 5 9 Is definite about reasons for being in college 19 9 Has well-defined academic goals 23 9 Considers college degree important 32 9 Doubts value of college degree 50 8 Enjoys academic work 58 5 Most interests are not related to course work

8.2

Cluster 2: Application Mean of item raw scores: Item Raw Number Score Description 3 9 Keeps up-to-date with academic work 17 9 Does not work as hard as he or she should 29 9 Is not motivated to study 44 9 Attends classes regularly

9.0

Cluster 3: Performance Mean of item raw scores: Item Raw Number Score Description 6 5 Finds academic work difficult 10 5 Does not function well during exams 13 8 Is satisfied with academic performance 21 6 Does not feel smart enough for course work 25 9 Does not use study time efficiently 27 5 Enjoys writing papers for courses 39 6 Has trouble concentrating when studying 41 6 Does not do well academically, considering effort 52 6 Has trouble getting started on homework

6.2

Cluster 4: Academic Environment Mean of item raw scores: Item Raw Number Score Description 36 9 Is satisfied with variety of courses 43 8 Is satisfied with quality of courses 54 8 Is satisfied with program of courses 62 6 Is satisfied with professors 66 8 Is satisfied with academic situation

7.8

SOCIAL ADJUSTMENT Cluster 1: General Mean of item raw scores: Item Raw Number Score Description 1 8 Fits in well with college environment 8 5 Is very involved with college social activities 9 6 Is adjusting well to college 18 5 Has several close social ties 37 7 Has adequate social skills 46 5 Is satisfied with social participation 65 4 Is satisfied with social life

5.7

Cluster 2: Other People Mean of item raw scores: 5.4 Item Raw Number Score Description 4 5 Is meeting people and making friends 14 4 Has informal contact with professors 33 9 Gets along well with roommates 42 5 Has difficulty feeling at ease with others at college 48 5 Does not mix well with opposite sex 56 5 Feels different from others in undesirable ways 63 5 Has good friends to talk about problems with Cluster 3: Nostalgia Item Raw Number Score Description 22 2 Is lonesome for home 51 5 Feels lonely a lot 57 5 Would rather be home

Mean of item raw scores:

4.0

Cluster 4: Social Environment Mean of item raw scores: Item Raw Number Score Description 16 8 Is pleased about decision to attend this college 26 5 Enjoys living in a dormitory 30 6 Is satisfied with extracurricular activities

6.3

PERSONAL-EMOTIONAL ADJUSTMENT Cluster 1: Psychological Mean of item raw scores: 5.7 Item Raw Number Score Description 2 5 Feels tense or nervous 7 5 Feels blue and moody 12 5 Being independent has not been easy 20 5 Is not able to control emotions well lately 31 9 Has thought about seeking psychological help recently 38 5 Gets angry too easily lately 45 6 Sometimes thinking gets muddled too easily 49 5 Worries a lot about college expenses 64 6 Has trouble coping with college stress Cluster 2: Physical Mean of item raw scores: Item Raw Number Score Description 11 5 Feels tired a lot lately 24 8 Appetite is good 28 4 Has a lot of headaches 35 4 Gained or lost a lot of weight lately 40 4 Is not sleeping well 55 8 Feels in good health

5.5

 ATTACHMENT Cluster 1: General Mean of item raw scores: 8.3 Item Raw Number Score Description 15 7 Is pleased with decision to go to college 60 9 Thinks a lot about dropping out of college permanently 61 9 Is thinking about taking time off from college Cluster 2: This College Mean of item raw scores: Item Raw Number Score Description 16 8 Is pleased about attending this college 34 8 Would prefer to be at another college 47 8 Expects to finish bachelor s degree 59 9 Is thinking about transferring to another college ’

8.3

DISPLAY OF ITEM RESPONSES The following table lists the actual item responses for this student, taken from the Answer Sheet and used in this WPS TEST REPORT. In order to avoid confusing the item responses with the scoring values assigned to them, responses

are identified by the letters A through I. "A" represents the position furthest to the left in the response array (i.e., "applies very closely to me") and "I" represents the position furthest to the right (i.e., "doesn t apply to me at all"). See the key below. Missing or bad data are adjusted for processing. ’

****************************** * Output of Client Responses * ****************************** 1 (B)

2 (E)

3 (A)

4 (E)

5 (A)

6 (E)

7 (E)

8 (E)

9 (D)

10 (E)

11 (E)

12 (E)

13 (B)

14 (F)

15 (C)

16 (B)

17 (I)

18 (E)

19 (A)

20 (E)

21 (F)

22 (B)

23 (A)

24 (B)

25 (I)

26 (E)

27 (E)

28 (D)

29 (I)

30 (D)

31 (I)

32 (I)

33 (A)

34 (H)

35 (D)

36 (A)

37 (C)

38 (E)

39 (F)

40 (D)

41 (F)

42 (E)

43 (B)

44 (A)

45 (F)

46 (E)

47 (B)

48 (E)

49 (E)

50 (B)

51 (E)

52 (F)

53 (D)

54 (B)

55 (B)

56 (E)

57 (E)

58 (E)

59 (I)

60 (I)

61 (I)

62 (D)

63 (E)

64 (F)

65 (F)

66 (B)

67 (B)

( ) indicates missing response. (*) indicates invalid response. Number of missing responses: Number of invalid responses:

0 0

************************* Key to Item Responses ************************* * A B C D E F G H I * * Applies very Doesn t apply * * closely to me to me at all * ************************************************************************* ’

Data was received for processing via WPS TEST REPORT Mail-in Service ***

End of Report

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