van Zyl Llewellyn E, Arijs Diane, Cole Matthew L, Gliíska-Newes Aldona, Roll Lara C, Rothmann Sebastiaan, Shankland Rebecca, Stavros Jacqueline M, Verger Nicolas B
Department of Industrial Engineering & Innovation Sciences, Human Performance Management, University of Eindhoven, Eindhoven, Netherlands.
Optentia Research Focus Area, North-West University Vaal Triangle Campus (VTC), Vanderbijlpark, South Africa.
Front Psychol. 2021 Jun 15;12:676153. doi: 10.3389/fpsyg.2021.676153. eCollection 2021.
Strengths use is an essential personal resource to consider when designing higher-educational programs and interventions. Strengths use is associated with positive outcomes for both the student (e.g., study engagement) and the university (e.g., academic throughput/performance). The Strengths Use Scale (SUS) has become a popular psychometric instrument to measure strengths use in educational settings, yet its use has been subjected to limited psychometric scrutiny outside of the U.S. Further, its longitudinal stability has not yet been established. Given the wide use of this instrument, the goals of this study were to investigate (a) longitudinal factorial validity and the internal consistency of the scale, (b) its equivalence over time, and (c) criterion validity through its relationship with study engagement over time. Data were gathered at two-time points, 3 months apart, from a sample of students in the Netherlands ( = 360). Longitudinal confirmatory factor analyses showed support for a two-factor model for overall strengths use, comprised of and . The SUS demonstrated high levels of internal consistency at both the lower- and upper bound limits at both time points. Further, strict longitudinal measurement invariance was established, which confirmed the instrument's temporal stability. Finally, criterion validity was established through relating strengths use to study engagement at different time stamps. These findings support the use of the SUS in practice to measure strengths use and to track the effectiveness of strengths use interventions within the higher education sector.
在设计高等教育项目和干预措施时，优势利用是一个需要考虑的重要个人资源。优势利用与学生（如学习参与度）和大学（如学术产出/表现）的积极成果相关。优势利用量表（SUS）已成为一种流行的心理测量工具，用于测量教育环境中的优势利用情况，但其在美国以外地区的心理测量审查有限。此外，其纵向稳定性尚未得到确立。鉴于该工具的广泛使用，本研究的目的是调查：（a）量表的纵向因子效度和内部一致性；（b）其随时间的等效性；（c）通过其与随时间变化的学习参与度的关系来检验效标效度。从荷兰的一个学生样本（n = 360）中，在相隔3个月的两个时间点收集了数据。纵向验证性因子分析支持了一个由……和……组成的关于总体优势利用的双因素模型。SUS在两个时间点的下限和上限都显示出高度的内部一致性。此外，建立了严格的纵向测量不变性，这证实了该工具的时间稳定性。最后，通过将不同时间点的优势利用与学习参与度相关联，确立了效标效度。这些发现支持在实践中使用SUS来测量优势利用情况，并跟踪高等教育部门中优势利用干预措施的有效性。
