Validation of Family Adaptability and Cohesion Evaluation Scale (FACES-IV) in Afan Oromo Contexts for Measuring Family Functioning

  • Wakgari Megersa
  • Belay Tefera
Keywords: Family adaptability; Family cohesion; Family functioning


The aim of this study was to assess the psychometric features of FACES-IV in Afan Oromo contexts to adapt and use in measuring family functioning. This tool consisted of six subscales each having 7 items and two validation scales that had 10 items each. In its validation, gathering psychometric data from 182 randomly drawn students from a total of 507 in Sebeta College of Special Needs Teachers’ Education and analyzing with SPSS has taken place. As regards of the analysis, the preliminary assumptions like normality, sampling adequacy and sphericity were met implying that the required factor analysis was possible. Subsequent analyses revealed that the psychometric properties of the translated version were tenable. Hence, extraction outputs and loading values for construct validity, Alpha Coefficients for reliability, Pearson correlations for convergent validity, ANOVA for criterion-related validity, expert judgments and loading values of items to their constructs for content validity were fairly acceptable. Thus, determination of the six factors that explained majority of the variance in the scales was realized. Moreover, average values of communality and loading of items for Cohesion and Flexibility, Alpha coefficients, the relations that healthy/unhealthy family functioning had with family communication and satisfaction enabled us address the issues of validations and make decisions like item reductions and retentions. Finally, therefore, as few items in the Afan Oromo version of the FACES-IV had limitations, it was recommended that preceding practitioners should make further validation efforts for its strengths and better applicability.

Author Biographies

Wakgari Megersa

Mettu University, College of Education and Behavioral Studies, Department of Psychology

Belay Tefera

Addis Ababa University, College of Education and Behavioral Studies, School of Psychology