University commitment is critical to university success, as it positively impacts retention, as well as many other student attitudes and behaviors (Beil, Reisen, Zea, & Caplan, 1999; Tinto, 1987; Tinto, 2006; Woosley & Miller, 2009). Therefore, psychometrically sound measures of university commitment are of great importance to universities. The present study seeks to test the psychometric properties of a newly developed scale of university commitment. This study measured the internal consistency reliability, content validity, and construct validity of the newly created measure. Divergent validity was evaluated by comparing the new measure to the Perceived Academic Achievement Scale (Meagher, 2012) and student grade point averages (GPA); there were no significant relationships between university commitment, its components, and perceived academic ability or GPA. Convergent validity was evaluated by comparing the new measure to the University Attachment Scale (France, Finney, & Swerdzewski, 2010). Positive, significant relationships were found between this scale and university commitment, as well as its three components. Additionally, because student engagement (Schaufelil, Martinez, Pinto, Salanova, & Bakker, 2002) is a commonly measured and conceptually related construct, it was measured to examine the degree of relationship and conceptual overlap between the two constructs; a positive, significant relationship was found.
Date of Degree
Master of Arts (MA)
Social and Behavioral Sciences
Davis, B. (2014). University Commitment: Test of a Three-Component Model [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/342/
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