The Psychological Construction of ʿAdālah in the Distribution of Academic Load and the Prevention of Physical Overexertion: A Confirmatory Factor Analysis
DOI:
https://doi.org/10.26539/teraputik/1420/10/1/2026Keywords:
ʿadālah, academic workload, physical overexertion, CFA, SEM, student well-being, distributive justiceAbstract
This study critically examines the psychological construction of ʿadālah as a representation of justice grounded in Islamic values, positioning it not merely as an ethical norm but as an operational framework for distributing academic workload proportionally while simultaneously functioning as a preventive mechanism against physical overexertion among university students within higher education environments. By adopting a meta-analytic approach based on secondary data systematically extracted from the Scopus, PsycINFO, and Web of Science databases (total studies n = 47 articles, period 2015–2024), the study transforms the concept of ʿadālah into four measurable latent dimensions, namely cognitive equity (CE), proportional time distribution (PTD), physical capacity protection (PCP), and just self-regulation (JSR), all of which are conceptually intertwined in constructing an adaptive and justice-oriented academic workload regulation system. The results of the Confirmatory Factor Analysis (CFA) demonstrate an exceptionally robust level of model fit supported by strong goodness-of-fit indicators, as reflected in χ²/df = 2.14, CFI = .96, TLI = .95, RMSEA = .048 (90% CI [.031, .062]), and SRMR = .052, collectively confirming the structural stability of the proposed model. All standardized factor loadings were statistically significant (λ = .61–.87, p < .001), with composite reliability (CR) values ranging from .82–.91 and average variance extracted (AVE) values between .54–.68, thereby confirming the fulfillment of convergent and discriminant validity within the developed construct. Furthermore, through Structural Equation Modeling (SEM), the findings reveal that ʿadālah exerts a significant negative effect on physical overexertion (β = −.54, p < .001) while simultaneously contributing a strong positive effect to students’ academic well-being (β = .63, p < .001), indicating that the internalization of justice values functions as both a protective and promotive mechanism within academic contexts. Theoretically, these findings not only extend the framework of academic load theory proposed by Schaufeli et al. (2002)and reinforce the argumentative foundation of distributive justice as formulated by Colquitt (2001), but also introduce a spirituality-justice dimension that has thus far remained absent from the Self-Determination Theory developed by Ryan & Deci (2000). Accordingly, the principal novelty of this study lies in the conceptual integration of the theological and psychological dimensions of ʿadālah into a standardized psychometric model that is both relevant and applicable in empirically explaining the dynamics of academic workload distribution and student well-being.
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