Academic Communication Inventory (ACI)

Academic Communication Inventory (ACI) Scale

Description

The Academic Communication Inventory (ACI) is an instrument designed to measure academic communication, a new construct that reflects how undergraduate students leverage various types of social communication to enhance their academic outcomes within a university setting. The initial development of this inventory involved an exhaustive literature search and consultations with focus groups, which collectively yielded 29 preliminary items. The resulting measure underwent evaluation across two distinct samples. Multigroup factor analyses demonstrated that the ACI can effectively serve as both a general and course-specific measure of academic communication. Furthermore, these analyses indicated that aspects of communication may vary depending on the educational context. Reliability and validity data for the ACI have also been reported.

Purpose

The primary purpose of the Academic Communication Inventory is to function as a versatile tool for assessing academic communication. It can be utilized to obtain both a general measure of academic communication and a course-specific measure, allowing for flexibility in its application.

Validity

Convergent Validity: The associations between the subscales of the ACI and student engagement (SE) were investigated. Both subscales of the two-factor solution demonstrated a modest, positive correlation with SE. Specifically, the Peers subscale showed a correlation of r = .437, and the Instructors subscale exhibited a correlation of r = .424.

Reliability

Internal Consistency: Each factor of the ACI demonstrated good internal consistency, with alpha (𝛼) values of .88 for one factor and .86 for the other. Furthermore, significant inter-item associations were observed within each subscale. For the 10-item Instructors subscale, inter-item correlations ranged from r = .32 to .89. For the 8-item Peers subscale, inter-item correlations ranged from r = .28 to .79.

Factor Analysis

Principal Axis Factor Analysis: Initial principal axis factor analysis of the original items of the ACI suggested a 6-factor solution. After the removal of problematic items (e.g., those with low loadings or cross-loadings), subsequent factor analyses using the remaining 18 items indicated a 4-factor solution. The data were then reanalyzed with the factors fixed to a three-factor and then a two-factor solution. Ultimately, the fixed 2-factor solution accounted for a total of 50% of the variance.

Confirmatory Factor Analysis (CFA): Results from the CFA demonstrated that the best-fitting structure for the ACI was a 2-factor solution. This solution consists of two distinct subscales: “Communication With Instructors” and “Communication with Peers.” The fit indices for this 2-factor solution were as follows: 𝜒² = .001, CFI = .90, RMSEA = .080, SRMR = .073, AIC = 14646.20, and BIC = 14870.06.

Item Response Theory (IRT) Analysis: Findings from IRT analysis provided support for the unidimensionality of individual subscales and indicated local dependence of items within each subscale.

Measurement Invariance: Results from measurement invariance analyses demonstrated that the ACI subscales can be meaningfully compared across different educational contexts. This was confirmed by achieving configural, metric, and scalar invariance.

Instrument

• Test Type: Original Inventory/Questionnaire

• Format: The items are rated using a 5-item Likert-type scale.

• Language Available: English

• Population Group: Human; Male; Female

• Age Group: Adolescence (13-17 years); Adulthood (18 years and older); Young Adulthood (18-29 years)

• Population Details: The study participants were university students aged 17-25 years, located in Canada.

• Test Methodology: The methodology involved various psychometric analyses including Test Validity, Content Validity, Convergent Validity, Test Reliability, Internal Consistency, Factor Analysis, Confirmatory Factor Analysis, Item Response Theory, and Measurement Invariance.

Keywords

Academic Communication, Academic Outcomes, Communication with Instructors, Communication with Peers, Higher Education, Instructors, Social Communication, Students.

Authors

• Archbell, Kristen A.

  • Affiliation: University of Waterloo Centre for Teaching Excellence

  • Email: [email protected]

  • Correspondence Address: University of Waterloo, Centre for Teaching Excellence, 200 University Avenue West, Waterloo, Ontario, Canada, N2L 3G1, [email protected]

• Coplan, Robert J.

  • Author ORCID Identifier: 0000-0000-3696-2108

  • Affiliation: Carleton University Department of Psychology

  • Email: No data is Available

Permissions & Fee and Test Year

• Permissions: May be used for Research/Teaching purposes.

• Fee: No

• Test Year: 2023

files

No file is available

References

Archbell, K. A., & Coplan, R. J. (2024). Conceptualization and assessment of academic communication among Canadian university students. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 56(3), 253–264. doi.org/10.1037/cbs0000369

Items of the Academic Communication Inventory (ACI) Scale

The Academic Communication Inventory is a 12-item measure. The test items are available in the Appendix, Page 12 of the source reference: 2023-52896-001.

Factors and Subscales:

The Academic Communication Inventory consists of two primary subscales:

• Communication With Peers

• Communication With Instructors

Scales and Items

Instructors Scale

• I answer questions posed by instructors during class.

• I ask questions during a lecture or seminar.

• I attend TA office hours to ask questions.

• I attend instructor’s office hours to ask questions.

• I make appointments to meet with instructors/TAs.

• I talk with the instructor/TA outside of class to discuss the course.

• I post on discussion boards that are monitored by the instructor.

Peers Scale

• I talk with peers outside of class to discuss the course.

• I send peers text messages about coursework.

• I send peers instant messages on social networks about coursework.

• I use “online groups” to discuss coursework with peers.

• I create/use “shared online documents” for communication about coursework/studying.

Note: Participants are asked to rate the extent to which they agree with a variety of statements regarding academically based communications on a 5-point scale. TA = teaching assistant.