The French Version of the Academic Major Satisfaction Scale: Structural, Convergent, and Divergent Validity

Satisfaction with academic studies is a subjective indicator of students’ well-being and experiences in the context of studies. However, evidence for the reliability and validity of academic satisfaction measures, particularly their French variants, is still limited, thus restricting the administrat...

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Published inJournal of career assessment
Main Authors Christen, Anne-Céline, Borges, André, Massoudi, Koorosh, Butera, Fabrizio, Levin, Nimrod
Format Journal Article
LanguageEnglish
Published 25.10.2024
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Abstract Satisfaction with academic studies is a subjective indicator of students’ well-being and experiences in the context of studies. However, evidence for the reliability and validity of academic satisfaction measures, particularly their French variants, is still limited, thus restricting the administration of evidence-based assessments of academic satisfaction in many regions. The present study aimed to adapt and validate a French version of the Academic Major Satisfaction Scale (AMSS-F), among the most widely used assessments of one’s overall satisfaction with academic studies. Analysis of the data of 530 French-speaking bachelor’s and master’s students supported the structural validity of the AMSS-F, with measurement invariance established across genders, academic levels, and socioeconomic backgrounds. Moreover, supporting its convergent validity, the AMSS-F was strongly associated with the satisfaction of autonomy needs and commitment to studies, as well as with the satisfaction of competence and relatedness needs. Divergent validity was demonstrated through negative and weaker associations with multiple career decision-making difficulties, as well as trait anxiety and self-esteem. Our findings support using the AMSS-F as a reliable and valid assessment in research and practice to measure academic satisfaction among French-speaking individuals.
AbstractList Satisfaction with academic studies is a subjective indicator of students’ well-being and experiences in the context of studies. However, evidence for the reliability and validity of academic satisfaction measures, particularly their French variants, is still limited, thus restricting the administration of evidence-based assessments of academic satisfaction in many regions. The present study aimed to adapt and validate a French version of the Academic Major Satisfaction Scale (AMSS-F), among the most widely used assessments of one’s overall satisfaction with academic studies. Analysis of the data of 530 French-speaking bachelor’s and master’s students supported the structural validity of the AMSS-F, with measurement invariance established across genders, academic levels, and socioeconomic backgrounds. Moreover, supporting its convergent validity, the AMSS-F was strongly associated with the satisfaction of autonomy needs and commitment to studies, as well as with the satisfaction of competence and relatedness needs. Divergent validity was demonstrated through negative and weaker associations with multiple career decision-making difficulties, as well as trait anxiety and self-esteem. Our findings support using the AMSS-F as a reliable and valid assessment in research and practice to measure academic satisfaction among French-speaking individuals.
Author Borges, André
Christen, Anne-Céline
Massoudi, Koorosh
Levin, Nimrod
Butera, Fabrizio
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  surname: Levin
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  organization: Institute of Psychology, University of Lausanne, Lausanne, Switzerland, Swiss Centre of Expertise in Life Course Research LIVES, University of Lausanne, Lausanne, Switzerland
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