TPC Journal V8, Issue 1 - FULL ISSUE

The Professional Counselor | Volume 8, Issue 1 17 College Self-Efficacy subscale: χ 2 (7) = 22.45, p <.01. This finding was additionally supported by the fit indices: CMIN/DF = 3.20, RMR = .10, GFI = .98, CFI = .99, RMSEA = .05. Inspection of the alpha coefficient for scores for this sample (α = .88) was within the good range, indicating an acceptable degree of consistency and precision suitable for social sciences research activities. Evidence Regarding Relationships With Conceptually Related Constructs Bivariate correlation analysis of scores on the INCA Belief in Self subscale and CSEI resulted in a statistically significant positive relationship ( r = .34, p < .01) indicative of a medium effect size. The correlation analysis of scores on the INCA Supportive Network subscale and MSPSS Family Relationships and Relationships with Friends subscales also resulted in statistically significant positive relationships ( r = .448,  p  < .01, r  = .448,  p  < .01, respectively) indicative of medium effect sizes. The strong positive relationships between scores on the two INCA subscales and conceptually related constructs are suggestive of support for convergent validity wherein the scores on the INCA tended to increase while scores on related measures increased too. Taken together, students who reported a greater belief in self also tended to report a greater sense of college self-efficacy. Similarly, participants who reported a greater belief in self during the first year of transition to college life also tended to report higher scores, indicating strong relationships with friends and family. Discussion The purpose of this study was to evaluate the validity evidence for the INCA using a Ghanaian college student population, with the hope that the instrument could be used by mental health professionals working in Ghanaian universities. Given the robust nature of our findings, we are heartened by the potential for the INCA and other emerging assessments to contribute to evidence- supported practices for optimal development and adjustment among students at Ghanaian universities. In light of our findings, several considerations warrant discussion. Foremost, the INCA has potential uses that could address some of the most prominent issues facing higher education in Ghana today, particularly low matriculation rates. As the NCTE begins to rate institutions on the quality and relevance of their academic programs, the INCA can be used by university personnel to assess student adjustment so that necessary changes to student affairs programming can be made to improve the adjustment experiences of Ghanaian college students. Specifically, the INCA can be used by university personnel to gain a better understanding of the adjustment experiences of their first-year college students. This understanding can have important implications for program development at Ghanaian higher education institutions. As university personnel better understand the adjustment experiences of their first-year students, they can create programs that are more specialized to meet the needs of the Ghanaian student population, improve retention rates, and increase matriculation. Such activities have auspicious implications for not only promoting optimal development proximally, but encouraging access to a more equitable life, one characterized by fewer disparities than individuals within the emerging Ghanaian economy who do not have similar educational preparation and training. Additionally, scores on the INCA can support early identification of first-year students who are struggling to adjust to university life. Because first-year students are least likely to engage in help-seeking behaviors (Andoh-Arthur et al., 2015), university personnel can develop proactive strategies to support struggling students and provide psychoeducation about the benefits of help- seeking behaviors. Such activities may include designing early detection protocols within orientation activities or integrating screening and referral within initial coursework activities.