Academic incivility can create divisiveness and affect learners’ sustainability towards degree attainment. Therefore, there is a need to empirically assess learner views on what constitutes academic incivility in higher education. To fill this gap, we developed the Incivility Indicators Instrument (i³), a multifaceted scale that measures the extent to which students view cumulative behaviors and dynamics as instances of academic incivility. To examine the reliability and factor structure of the i³, we conducted a two-part study with two samples of adults in the United States who were enrolled in higher education programs. In study 1 (N = 342), we conducted an exploratory factor analysis (EFA) and found the initial three-factor structure. In study 2, we administered the instrument to a validating sample (N = 510) and examined the stability of the three-factor model and scores through confirmatory factor analysis (CFA). In this study, we describe the results of the study, provide implications, and discuss future directions.

学术不文明行为会造成分歧并影响学习者获得学位的可持续性。因此，有必要根据经验评估学习者对高等教育学术不文明行为的看法。为了填补这一空白，我们开发了不文明行为指标工具( i ³ )，这是一个多方面的量表，用于衡量学生将累积行为和动态视为学术不文明行为的程度。为检验i ³的可靠性和因子结构，我们对两个参加高等教育课程的美国成年人样本进行了两部分研究。在研究 1 ( N = 342)，我们进行了探索性因素分析 (EFA)，并找到了最初的三因素结构。在研究 2 中，我们将仪器用于验证样本 ( N  = 510)，并通过验证性因素分析 (CFA) 检查三因素模型和分数的稳定性。在本研究中，我们描述了研究结果，提供了启示，并讨论了未来的方向。