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Journals / International Journal of Assessment Tools in Education / 2026 / Volume: 13 Issue: 2

Development and psychometric evaluation of the School Adjustment Scale for Turkish middle school students

Selen Demirtaş Zorbaz(ANKARA UNIVERSITY, FACULTY OF EDUCATION)0000-0003-0040-9095
Çiğdem Akın Arıkan(The National Foundation for Educational Research in England and Wales)0000-0001-5255-8792
Seval Kızıldag Sahın(Adıyaman Üniversitesi)0000-0002-3357-7186
Özlem Ulaş Kılıç(GİRESUN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-2757-7905
Nuri Doğan(HACETTEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-6274-2016
Hamza Şentürk(Raziye Sultan Yusuf Kayabaşı Sosyal Bilimler Lisesi)0000-0002-6183-4522
Benal Baysal(ANKARA UNIVERSITY, FACULTY OF EDUCATION)0009-0008-9595-6764
Salih Emiroğlu(KIRSEHIR AHI EVRAN UNIVERSITY)0000-0001-6280-888X
Dilek Gençtanırım(KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ)0000-0003-3268-186X
Pages
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Publication Date
2026-06-10
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These findings provide strong evidence for the validity, reliability, and fairness of the SASMSS scale within the Turkish educational context.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to develop and conduct a comprehensive psychometric evaluation of a scale designed to measure middle school students' school adjustment levels (School Adjustment Scale for Middle School Students - SASMSS).
📊
Key Findings & Data:Data were collected from three independent convenience samples: Sample 1 (n = 1242) for exploratory factor analysis (EFA), Sample 2 (n = 1222) for confirmatory factor analysis (CFA), and Sample 3 (n = 1326) for CFA replication and measurement invariance analysis.
💡
Conclusion & Impact:These findings provide strong evidence for the validity, reliability, and fairness of the SASMSS scale within the Turkish educational context.
🔬Design:Lab & Field Experiment
📍Scope:Comprehensive Sample
⚙️Variables:Adjustment to middle school · Scale development · Middle school students

Abstract

This study aimed to develop and conduct a comprehensive psychometric evaluation of a scale designed to measure middle school students' school adjustment levels (School Adjustment Scale for Middle School Students - SASMSS). The item pool created as a result of a literature review conducted by researchers was subjected to expert evaluation for content validity, involving a panel of specialists in educational sciences and psychology. The research was carried out using a methodological research design. Data were collected from three independent convenience samples: Sample 1 (n = 1242) for exploratory factor analysis (EFA), Sample 2 (n = 1222) for confirmatory factor analysis (CFA), and Sample 3 (n = 1326) for CFA replication and measurement invariance analysis. The EFA results revealed a three-factor structure, comprising academic, social, and behavioral adjustment domains, with six sub-dimensions (academic interest, academic competence, externalization behavior, adherence to rules, prosocial behaviors, and friendship relations), explaining 42.93% of the total variance. The hypothesized structure was supported by CFA with excellent fit indices (CFI = .93, TLI = .92, RMSEA = .04, SRMR = .04). Measurement invariance analysis across gender further demonstrated that the scale exhibits equivalent psychometric properties for male and female respondents. Additionally, Differential Item Functioning (DIF) analysis based on ordinal logistic regression revealed no significant gender-related item bias, reinforcing item-level fairness. These findings provide strong evidence for the validity, reliability, and fairness of the SASMSS scale within the Turkish educational context.

Özet

This study aimed to develop and conduct a comprehensive psychometric evaluation of a scale designed to measure middle school students' school adjustment levels (School Adjustment Scale for Middle School Students - SASMSS). The item pool created as a result of a literature review conducted by researchers was subjected to expert evaluation for content validity, involving a panel of specialists in educational sciences and psychology. The research was carried out using a methodological research design. Data were collected from three independent convenience samples: Sample 1 (n = 1242) for exploratory factor analysis (EFA), Sample 2 (n = 1222) for confirmatory factor analysis (CFA), and Sample 3 (n = 1326) for CFA replication and measurement invariance analysis. The EFA results revealed a three-factor structure, comprising academic, social, and behavioral adjustment domains, with six sub-dimensions (academic interest, academic competence, externalization behavior, adherence to rules, prosocial behaviors, and friendship relations), explaining 42.93% of the total variance. The hypothesized structure was supported by CFA with excellent fit indices (CFI = .93, TLI = .92, RMSEA = .04, SRMR = .04). Measurement invariance analysis across gender further demonstrated that the scale exhibits equivalent psychometric properties for male and female respondents. Additionally, Differential Item Functioning (DIF) analysis based on ordinal logistic regression revealed no significant gender-related item bias, reinforcing item-level fairness. These findings provide strong evidence for the validity, reliability, and fairness of the SASMSS scale within the Turkish educational context.

🔖

Cite This Article

Zorbaz, S. D., Arıkan, Ç. A., Sahın, S. K., Kılıç, Ö. U., Doğan, N., Şentürk, H., Baysal, B., Emiroğlu, S., Gençtanırım, D. (2026). Development and psychometric evaluation of the School Adjustment Scale for Turkish middle school students. International Journal of Assessment Tools in Education, Volume: 13 Issue: 2. https://doi.org/10.21449/ijate.1668500

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