The Student Adaptation to College Questionnaire (SACQ) was administered to first year students during the fifth week of their first semester and then again at the end of the semester. The primary purpose was to examine item—remainder correlations to determine if the items are placed correctly into their respective domains. A secondary aim was to assess the temporal stability of the scores. The most suspicious are items 9, 14, 21, 23, 49, 32, and 56, but the major concern with the SACQ is the multidimensional nature of the majority of items rather than improper assignment of items to domains. Domain temporal stability (Pearson r) was: Social Adjustment = .60, Attachment = .50, Personal-Emotional Adjustment = .43, and Academic Adjustment = .35; the stability of the Total Score was r = .44. Suggestions are offered for revising the scale and for proper use of the current version given the identified issues.
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