Expert Panel Validation of a Counselling Intervention Aimed at Re-engaging Students Delayed in Thesis Completion

Abstract

Delays in completing a thesis are an academic problem that leads to low student engagement, increased negative emotions, and decreased psychological well-being. Counseling interventions are needed, yet the development of theory-based interventions is often not accompanied by adequate content validation. This study aims to validate the content of a counseling intervention grounded in the control-value theory of achievement emotions to increase engagement among students who are late in completing their thesis. The research method employs a mixed-methods approach, including expert panel assessment using a content validity rubric and structured group discussions. Quantitative data were analyzed using the Content Validity Index (I-CVI and S-CVI), whereas qualitative data were analyzed through content analysis. The results showed that all intervention components had very high content validity (I-CVI and S-CVI/Ave = 1.00). Qualitatively, the expert panel assessed the intervention as relevant and on target, with recommendations to improve the clarity of objectives and the counseling flow. It was concluded that this counseling intervention is both theoretically and practically valid and warrants empirical testing in higher education.