Extending the Validation of the 3SQ to Higher Education: Factor Structure and Reliability in a Large Italian University Sample

Abstract This Research Note reports a psychometric population-extension validation of the Soft Skills Self-evaluation Questionnaire (3SQ) in higher education. Data were collected through the completion of an online digital form in 2024-2025 from university students enrolled at three Italian universities (N = 2,130). Age was computed from year of birth and survey year, yielding valid values for n = 2,116 (M = 23.21, SD = 4.38; Mdn = 23, IQR = 21-24). We tested the established 10-factor structure via confirmatory factor analysis (maximum likelihood). Model fit was acceptable to good, χ²(734) = 4246.98, p < .001; CFI = .920; TLI = .911; RMSEA = .047. Standardized loadings were consistently positive and substantively meaningful across all dimensions. Internal consistency was satisfactory to excellent across scales (α and ω range = .79–.93), with excellent reliability for the total score (α = .923; ω = .922). Overall, findings support the structural validity and reliability of the 3SQ when administered to university students, extending prior evidence from school-based samples and supporting its use for research and formative purposes in higher education. This Research Note reports a psychometric population-extension validation of the Soft Skills Self-evaluation Questionnaire (3SQ) in higher education. Data were collected through the completion of an online digital form in 2024-2025 from university students enrolled at three Italian universities (N = 2,130). Age was computed from year of birth and survey year, yielding valid values for n = 2,116 (M = 23.21, SD = 4.38; Mdn = 23, IQR = 21-24). We tested the established 10-factor structure via confirmatory factor analysis (maximum likelihood). Model fit was acceptable to good, χ²(734) = 4246.98, p < .001; CFI = .920; TLI = .911; RMSEA = .047. Standardized loadings were consistently positive and substantively meaningful across all dimensions. Internal consistency was satisfactory to excellent across scales (α and ω range = .79–.93), with excellent reliability for the total score (α = .923; ω = .922). Overall, findings support the structural validity and reliability of the 3SQ when administered to university students, extending prior evidence from school-based samples and supporting its use for research and formative purposes in higher education.