Longitudinal Measurement Invariance of CCAPS-34 Scores with a Large University Sample

Abstract

Objective

Counseling Center Assessment of Psychological Symptoms (CCAPS-34) scores were studied for longitudinal bias-free construct evidence.

Method

A sample of 4,696 university students referred to a university counseling center were assessed twice for evidence of longitudinal measurement invariance.

Results

Adequate or marginal longitudinal measurement invariance (LMI) of all subscales except for Eating Concerns was confirmed. Coefficients alpha and omega suggested that the internal consistencies for both initial and subsequent administrations were largely adequate for screening level test scores (≥ .80), except for the Hostility and Alcohol Use subscales (≥ .73). Second session effect sizes (Cohen’s d) were small but detectable and statistically significant for most subscales (-0.02–.17).

Conclusions

Counselors can use most CCAPS-34 subscale scores for tracking psychological symptoms and constructs over time with confidence. The Generalized Anxiety, Social Anxiety, Academic Concerns, and Alcohol Use subscales can be used with great confidence. Some confidence is warranted from the LMI evidence when using the Depression and Hostility subscales, but caution in warranted when using the Eating Concerns subscale.

SIGNIFICANCE STATEMENT

Longitudinal measurement invariance (LMI) helps test users understand whether different groups view the construct being measured as equivalent over time. Counselors can use most CCAPS-34 subscale scores for tracking psychological symptoms and constructs over time with confidence.

Keywords:

• CCAPS-34
• Counseling Center Assessment of Psychological Symptoms
• measurement invariance
• confirmatory factor analysis
• university students

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Khalid Stetkevych

Khalid Stetkevych, M.Ed., is a graduate of the human development counseling program in the Department of Human and Organiztional Development in the Peabody College of Education and Human Development at Vanderbilt University.

Martin F. Sherman

Julie Sriken, Ph.D., is a graduate of the community research and action program in the Department of Human and Organizational Development in the Peabody College of Education and Human Development at Vanderbilt University, and currently an assistant professor at Regis University.

Julie Sriken

Bradley T. Erford, Ph.D., is professor and director of the human development counseling program in the Department of Human and Organizational Development in the Peabody College of Education and Human Development at Vanderbilt University.

Bradley T. Erford

Martin F. Sherman is professor emeritus in the Psychology Department at Loyola University Maryland.

Heather L. Smith

Heather L. Smith, Ph.D., is an associate professor in the Counseling and Guidance Department at New Mexico Highlands University.

Adriana Kipper-Smith

Adriana Kipper-Smith, Ph.D., is a counselor at the Vanderbilt University Medical College and in private practice in the Nashville, TN area.

Frances Niarhos

Frances Niarhos, Ph.D., is administrative clinical staff at the University Counseling Center at Vanderbilt University.