Psychological intervention needs: validation of a survey with Portuguese university students

Abstract

This work presents and discusses the psychometric characteristics of the Portuguese version of The Survey of Student Needs (SSN), a self-report questionnaire that assesses psychological intervention needs. A total of 659 university students participated, 76.5% women, with a mean age of 21.96 years. The results of Exploratory Factor Analysis (EFA) report a factorial solution of three factors explaining 38.49% of the variance. Considering the internal consistency of this factorial structure, Cronbach's alpha values of .88 were found in factor 1, .81 in factor 2, and .84 in factor 3. The results of the Confirmatory Factor Analysis (CFA) suggest that the factorial solution proposed by the EFA presents better fit indices to the empirical data when compared to three alternative models (X2/df = 3.096, CFI = .842, GFI = .851, RMSEA = .056, P[rmsea ≤ .05] < .000). In conclusion, this study indicates that the SSN is a valid and reliable instrument applicable to the research and intervention contexts of this field.Keywords: psychological needs; needs assessment; higher education; psychometrics Resumen Este trabajo presenta y analiza las características psicométricas de la versión en portugués de la Encuesta de Necesidades Estudiantiles (SSN), un cuestionario de autoinforme que evalúa las necesidades de intervención psicológica. Un total de 659 estudiantes universitarios participaron, 76.5% mujeres, con una edad media de 21.96 años. Los resultados de Análisis Factorial Exploratorio (AFE) informan una solución factorial de tres factores que explican el 38.49% de la varianza. Teniendo en cuenta la consistencia interna de esta estructura factorial, encontramos los valores alfa de Cronbach de .88 en el factor 1, .81 en el factor 2 y .84 en el factor 3. Los resultados del Análisis Factorial Confirmatorio (CFA) sugieren que la solución factorial propuesta Por la EFA presenta mejores índices de ajuste a los datos empíricos en comparación con tres modelos alternativos (X 2 / df = 3.096, CFI = .842, GFI = .851, RMSEA = .056, p [rmsea ≤ .05] < .000). En conclusión, este estudio indica que el SSN es un instrumento válido y confiable aplicable a los contextos de investigación e intervención en este campo.Palabras clave: necesidades psicológicas; evaluación de las necesidades; educación universitaria; psicometría

Psychological Counseling in Portuguese Higher Education: What are the Students’ Needs?

“…Descriptive results indicate that, in general, students express reduced needs and concerns, emphasizing those related to motivation, procrastination, anxiety, decision making in academic and/or professional domains, and study and time management skills. These results are consistent with previous studies in which needs for self-awareness, motivation, procrastination, anxiety and depression, selfdefeating behaviors, definition and planning of life goals, time management skills, study skills, financial situation and family matters were found (Biasi et al, 2015;Gallagher et al, 1992;Giovazolias et al, 2010;Güneri et al, 2003;Nicholas, 1995;Ning, 2010;Pinto & Martins, 2017;Robinson et al, 2016). Hence, it appears that, although there are no universal needs, there exists a pattern in which, despite the use of different needs assessment questionnaires, the results obtained with higher education students of different nationalities tend to point in the same direction.…”

“…The 44-item Portuguese Survey has high reliability (Cronbach's alpha = 0.92), and the personal, career and learning subscales also shows this (Cronbach's alpha = 0.9, 0.8, and 0.78, respectively). These results are similar to those obtained in a previous study by Pinto and Martins (2017) thus ascertaining the reliability of the assessment measure.…”

“…Studies in this area have been developed at a national and an international level (cf., Almeida et al, 1999;Gallagher, 1993;Gallagher et al, 1992;Giovazolias et al, 2010;Güneri et al, 2003;Pinto & Martins, 2017;Nicholas, 1995Nicholas, , 2002 in order to determine the counseling needs of students (including international students; cf., Arthur, 1997;Brinson & Kottler, 1995;Komiya & Eells, 2001), including in some cases exploring perceptions and attitudes about the nature of the counseling services already available on campus. As found, the support needs in career and academic areas seemed to outweigh the need for support in personal and social areas (cf., Nicholas, 1995), with differences evident in the specific needs identified in those areas, depending on the population, gender, age, race and socioeconomic status (cf., Aluede, Imhonde, & Eguavoen, 2006;Güneri et al, 2003).…”

The Role of the Psychological Counselor in Developing Moral Values of Students in Secondary Schools

“…Its purpose is to help students find their psychological, social, academic, and professional compatibility and bring them to their full potential. In order to achieve the goals of orientation and counselling, counselling serves as the central process within guiding operations and its associated services (Pinto & Martins, 2017). The interactive connection that develops between the psychological counsellor and the educational counsellor is of paramount importance.…”

“…The first psychiatric clinic opened in Pennsylvania, USA, in 1896, marking the beginning of the educational guiding movement. It also had a strong emphasis on career counselling, and that clinic served as the foundation for several mental facilities that eventually expanded across the country (Pinto & Martins, 2017).…”