Psychometric properties of the Questionnaire of Educational Experiences in Mexican university students

Abstract

The aim of this study was to adapt the Educational Experiences Questionnaire for Mexican university students in order to better understand and address their educational trajectories. This adaptation is crucial due to the lack of validated instruments in Mexico that adequately assess students' educational experiences. Seven experts participated in the translation and adaptation process of the instrument. Subsequently, the adapted questionnaire was administered to a sample of 500 university students (142 men and 353 women). To assess construct validity, the dimensionality of the instrument was analyzed. Exploratory Factor Analysis (EFA) indicated the presence of four dimensions, similar to those in the original version of the scale: academic system (α = 0.90, ω = 0.90), peer interaction (α = 0.87, ω = 0.87), out-of-class interactions (α = 0.87, ω = 0.87), and financial pressure and ability to pay (α = 0.81, ω = 0.82). Confirmatory Factor Analysis (CFA) using cross-validation showed the following fit indices: χ² = 398.214, df = 371, SRMR = 0.068, CFI = 0.996, TLI = 0.996, and RMSEA = 0.017. As evidence of criterion validity, significant differences were found in the dimensions between students who had considered dropping out and those who had not. The final version of the instrument identifies key factors for the integration of university students in the Mexican context.