Psychometric and Cross-Cultural Applications of the Student Adaptation to College Questionnaire (SACQ) : A Systematic Review

Abstract

The Student Adaptation to College Questionnaire (SACQ) developed by Baker and Siryk (1984;1989) remains one of the most widely utilised instruments for assessing students’ adjustment to higher education. However, variations in psychometric findings, factor structures, and contextual adaptations have increasingly emerged across studies. Therefore, this systematic review aimed to synthesise empirical studies utilising the SACQ, with focus on its contexts of use, psychometric evidence, factor structures, adaptations, and research gaps. This review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA) framework. Studies published between 2007 and 2026 were retrieved from two electronic databases based on predetermined inclusion and exclusion criteria. A total of 57 studies were included and analysed descriptively and thematically. The findings indicated that the SACQ continues to be widely applied across diverse educational contexts and student populations, particularly among first-year undergraduate students and within cross-cultural settings. Variations in psychometric reporting, contextual adaptations, and factor structures were also identified across studies. Several research gaps emerged, including limited longitudinal and mixed-method studies, underrepresentation of vulnerable populations, and limited use of advanced psychometric methodologies. The review highlights the importance of continuous psychometric reassessment and contextual validation when applying the SACQ across different educational settings.