Abstract:

Academic achievement is one of the most widely discussed topics in the academic environment. Nevertheless (or precisely because of this) there is considerable ambiguity in the understanding of its content and clear definition, which varies from simple learning outcomes (e.g. GPA) to a number of variables that correspond more to predictors/influencers of academic achievement rather than aspects of academic achievement itself. In our view, academic achievement can be seen as the ability of students to handle and manage the demands of the university study process, achieve good learning outcomes, successfully finish university study, and (ideally) succeed in the labour market. From this point of view, it is evident that it is not only the study results, but also other, non-performance aspects of the study that form this construct. Given the importance of this issue in the academic environment, more in-depth research as well as the development of appropriate diagnostic tools are needed.

The purpose of this study is to assess the factor structure and reliability of the newly developed Academic Achievement Questionnaire (AAQ). The AAQ is a concise tool for measuring three aspects of academic achievement: study performance, handling of study demands, and social adaptation. Two studies were conducted on two unique samples comprising a total of 1,153 university students. The first study with a pilot version of AAQ confirmed the three-factor structure using an exploratory factor analysis and specified 9 items for the final version of questionnaire. The second study using an exploratory and confirmatory factor analyses supported the three-factor structure and showed good goodness-of-fit of the instrument (CFI = .995, TFI = .998, IFI = .995, RMSEA = .028), convergent and discriminant validity (AVE = .502 to .562 being higher than .5, MSV = .162 and ASV = .115 being lower than AVE, and 95% confidence intervals being other than 1), as well as acceptable reliability (McDonald’s omega of .908, .727, and .529 and composite reliability greater than .7). This tool thus seems to be a viable measure for the detection of a possible risk of study failure and dropout in the educational setting, creating a basis for early intervention that might then increase the chances of students’ academic success.

Keywords:

Academic achievement, factor structure, reliability, assessment.