Psychometric Properties of the Academic Identity Ranks Scale for Female University Students
Special Education Department, College of Education, Prince Sattam bin Abdulaziz University, SAUDI ARABIA
Mohamed Sayed Abdellatif
Department of Educational Sciences, College of Education, Prince Sattam Bin Abdulaziz University, Wadi Dawaser, 11991, SAUDI ARABIA/ Department of Educational Psychology, College of Education in Assiut, Al-Azhar University, EGYPT
Laila Mohamed Sidqi Junaidi
College of Computer Science and Engineering, University of Hail, SAUDI ARABIA
Abdelfattah Issa Idris
Department of Educational Psychology, College of Education, Al-Azhar University - EGYPT
Mashael Nasser Ayed Al-Dosari
Department of Educational Sciences, College of Education, Prince Sattam Bin Abdulaziz University, SAUDI ARABIA
Sherif Ahmed Ibrahim
Department of Educational Technology, College of Education, University of Bisha, SAUDI ARABIA
Abstract
The current research aimed to develop the academic identity ranks scale for female university students in the Egyptian environment and verify the scale's psychometric properties (internal consistency, validity, and reliability). The research sample consisted of (412) female students (mean age= 20.03, SD =0.83). For analyzing data, the following statistical methods were utilized: exploratory factor analysis, confirmatory factor analysis, Cronbach's alpha, composite reliability (CR), and Pearson's correlation coefficient. The results of the statistical analysis revealed the validity of the developed scale to measure academic identity ranks among the research sample. The confirmatory factor analysis revealed four components to the ranks of academic identity: diffused identity, moratorium identity, foreclosed identity, and achieved identity. The academic identity scale was also characterized by a high degree of internal consistency, validity, and reliability. Research recommendations and suggestions for further research were presented in light of the research results.