Validation of the “Study-Anxiety” Questionnaire: a scale for the initial assessment of university students seeking psychological help

Abstract

Students can turn to university counseling services for several reasons, ranging from study-related to emotional issues; yet, few instruments assess both dimensions. This study examines the validity of the “Study-Anxiety” Questionnaire (SAQ), a measure evaluating study strategies, motivation and anxiety in students seeking psychological help. Two samples of students (Sample 1 and 2, n = 910, Mage = 22.78, SD = 2.6) completed the SAQ only, while a third sample (Sample 3, n = 100, Mage = 23.22, SD = 2.3) also filled measures of self-regulated learning and anxiety. Exploratory factor analysis on Sample 1 indicated a 4-factor structure (cognitive and behavioral study strategies, motivation, and anxiety), confirmed through confirmatory factor analysis on Sample 2. The four factors presented satisfactory internal consistency; sex invariance was supported, as well as convergent validity with measures of SRL and anxiety. Overall, SAQ emerged as a reliable measure to capture academic and emotional difficulties.