Development and initial validation evidence for a dual degree student satisfaction scale in an EFL context
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In recent decades, English as a Foreign Language (EFL) education in Chinese higher education has faced several significant challenges, including difficulties in graduate employment. In response, Chinese universities have implemented English dual degree programs to improve students’ educational outcomes and employability. This study developed and validated a 27-item Dual Degree Student Satisfaction Scale (DDSSS) to assess Chinese EFL students’ satisfaction with these programs. The sample consisted of 583 undergraduate students from six dual degree programs at a Chinese university. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to validate the scale. The results indicated that the DDSSS demonstrated strong psychometric properties, with CFA indices: χ² (df) = 836.58 (314), RMSEA = 0.076, SRMR = 0.055, CFI = 0.903, and TLI = 0.891. The internal consistency was high, with an overall Cronbach’s alpha of 0.958. The scale’s four factors—English degree curriculum and teaching, second degree curriculum and teaching, learning environment, and learning resources—were found to be valid and reliable. Educational implications for improving dual degree program design include enhancing support for learning resources, refining interdisciplinary curriculum integration, and promoting student engagement through extracurricular activities. Further research is recommended to validate the DDSSS in different educational contexts and explore longitudinal effects on student satisfaction and career outcomes post-graduation.
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