Development and Psychometric Evaluation of the Five- Domain Integrated Education Scale for College Students

Objective: To develop and validate the College Students’ Five-Domain Integration Competence Scale within the Chinese context, based on the “Five-Domain Integration” concept. Methods: An item pool was generated via literature review and expert consultation. Using convenience sampling, 1,412 students from five universities in Shandong were surveyed. Following item analysis, exploratory (EFA, N=510) and confirmatory factor analyses (CFA, N=902) evaluated construct validity. Cronbach’s α assessed internal consistency. Results: The final 42-item scale comprises five subscales: moral (11 items), intellectual (7), physical (5), aesthetic (12), and labor (7). EFA showed all item loadings >0.60, explaining 70.08% – 84.69% of the variance. CFA indicated good model fit (χ²/df < 3.5, RMSEA < 0.08, CFI/GFI > 0.95). Cronbach’s α ranged from 0.735 to 0.955. Conclusion: The scale demonstrates a clear factor structure and robust psychometrics. It effectively assesses both independent multi-dimensional development and cross-domain integration, providing a standardized tool for holistic competence evaluation and educational diagnosis in universities.