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Development and validation of a scale to measure first year students’ transitional challenges, wellbeing, help-seeking, and adjustments in an Australian university

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Abstract

To date, there is no research or instrument that can collectively measure beginning students’ transitional challenges, wellbeing, help-seeking, and adjustments to university. This paper addresses this research gap by theorising and describing the relationship between these constructs and by developing and assessing the psychometric properties of a scale to measure those, labelled as Transition, Wellbeing, Help-seeking, and Adjustments Scale (TWHAS). Data was collected from 306 first year students studying in an Australian university, using a self-reporting questionnaire. The analysis shows that the TWHAS is a sound and psychometrically valid instrument. This questionnaire makes a unique contribution to the students’ transition literature in Higher Education. Its implications for universities, along with recommendations for further research, are also briefly discussed.

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Acknowledgements

The authors would like to thank the students who participated in the study; Western Sydney University for funding this study—Student Services and Amenities Fees; Mr. Tobias Andreasson for his research assistance; and Mrs. Ellen Brackenreg, Pro Vice-Chancellor (Student & International-Acting position during the time of the study), and Ms. Jenny Baines Ex-Director Student Support (acting position during the study period) and other members of advisory group for their feedback on the project. Dr. Megan Watkins, Western Sydney University for her feedback in the initial phases of the project.

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  1. Western Sydney University, Locked Bag 1797, Penrith, NSW, 2751, Australia

    Prathyusha Sanagavarapu, Jessy Abraham & Emma Taylor

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  1. Prathyusha Sanagavarapu
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Correspondence to Prathyusha Sanagavarapu.

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Sanagavarapu, P., Abraham, J. & Taylor, E. Development and validation of a scale to measure first year students’ transitional challenges, wellbeing, help-seeking, and adjustments in an Australian university. High Educ 77, 695–715 (2019). https://doi.org/10.1007/s10734-018-0298-2

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