The Academic Functioning Scale: validity and reliability

Pauline A Hendriksen, Isabel Moormann, Liesbeth Bijlsma, Kiki EW Mulder, Evi C. van Oostrom, Marjolijn CE Verheul, Ferdi Engels, Johan Garssen, Lydia E. Devenney, Joris Verster*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The self-assessment of academic functioning is important as it reflects behaviors associated with academic success. Importantly, assessment of academic functioning can inform changes to researchers, educational practitioners, and policymakers. Two studies were conducted to test the validity and reliability of the Academic Functioning Scale (AFS).
In Study 1, the AFS was administered to 108 students along with questions pertaining to grades and time spent on study per week. Factor analysis identified subscales, which were correlated with grade point average (GPA) and time spent studying. In Study 2, the test-retest reliability of the AFS was assessed among 120 students by computing intraclass correlations and conducting BlandAltman analyses. The results revealed three subscales: academic input, academic output, and role satisfaction. Academic output correlated significantly with GPA, and academic input with time spent studying.
Study 2 demonstrated good reliability of the AFS. In conclusion, the AFS is a valid and reliable tool for measuring academic functioning, suitable for assessing interventions, teaching and learning strategic planning, and research purposes.
Original languageEnglish
Pages (from-to)105-112
Number of pages8
JournalInternational Journal of Humanities Social Sciences and Education
Volume11
Issue number11
Publication statusPublished - Nov 2024

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