ارزیابی ساختار عاملی پرسشنامة هیجانات پیشرفت در دانشجویان ایرانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران

2 استاد دانشگاه علامه طباطبایی

چکیده

هدف: پژوهش حاضر با هدف آزمون روایی عاملی نسخة جامع پرسشنامه هیجانات پیشرفت (AEQ؛ پکران، گوئتز و پری، 2005) در گروهی از دانشجویان ایرانی انجام شد. روش: در مطالعۀ همبستگی حاضر، 317 دانشجوی کارشناسی (141 پسر و 176 دختر) به نسخة اصلی پرسشنامة هیجانات پیشرفت پاسخ دادند. به منظور تعیین روایی عاملی از روش آماری تحلیل عاملی تأییدی و به منظور بررسی همسانی درونی از ضرایب آلفای کرونباخ استفاده شد. نتیجه: نتایج تحلیل عاملی تأییدی نسخة فارسی پرسشنامه نشان داد که ساختار عاملی مرتبة بالاتر پرسشنامه برای اندازه‌گیری هیجانات لذت، امید، غرور، تسکین، خشم، اضطراب، شرم، ناامیدی و خستگی در موقعیت‌های تحصیلی مختلف شامل کلاس درس، یادگیری و امتحان به طور تجربی از روایی درونی آن حمایت کرد. علاوه بر این، ضرایب همسانی درونی مقیاس‌های چندگانه در موقعیت‌های تحصیلی مختلف بین 74/0 تا 87/0 به دست آمد. در مجموع،نتایج مطالعة حاضر، از یک سو شواهدی را در دفاع از نظریة کنترل ارزش هیجانات پیشرفت ارائه کرد و از سوی دیگر نشان داد که پرسشنامۀ مورد مطالعه برای سنجش سازة هیجانات پیشرفت در گروه نمونة دانشجویان ایرانی، ابزاری روا و پایا است.

کلیدواژه‌ها

عنوان مقاله [English]

Evaluation of Factorial Structure of the Achievement Emotions Questionnaire (AEQ) among Iranian Students

نویسندگان [English]

  • Mohammad Azad Abdolahpour 1
  • Fariborz Dortaj 2
  • Hasan Ahadi 2
1
2
چکیده [English]

Aim: The main focus of this study is investigating the factorial validity of the comprehensive version of the Achievement Emotions Questionnaire (AEQ; Pekrun, Goetz & Perry, 2005) among Iranian students. Method: In this correlation study, 317 undergraduate students (141 male, 176 female) responded to the original version of Achievement Emotions Questionnaire. To compute the factorial validity and internal consistency of AEQ, the confirmatory factor analysis method and coefficient alpha were used, respectively. Results: The results of the confirmatory factor analysis (Pekrun et. al., 2011) by replicating higher order factorial structure of Farsi version of the Achievement Emotions Questionnaire consisted of 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during different educational situations in class, learning and taking tests supported internal validity of AEQ empirically. Moreover, internal consistency coefficients of multi-scale in different situations were 0.74 to 0.87. The results of this study provided further support for the control-value of achievement emotions theory. Furthermore these results showed that the AEQ is a valid and reliable instrument for measuring achievement emotions among Iranian university student sample.

کلیدواژه‌ها [English]

  • Confirmatory Factor Analysis
  • Achievement Emotions Questionnaire (AEQ)
  • Factorial Validity

مراجع

–     کدیور، پروین؛ فرزاد، ولی الله؛ کاوسیان، جواد و نیکدل، فریبرز (1388). رواسازی پرسشنامه هیجان‌های تحصیلی پکران.  نوآوری های آموزشی. 7: 3- 38.
 
–      Artino, A. R. & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15: 170–175.
–      Burić, I. & Sorić, I. (2012). The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement. Learning and Individual Differences, 22: 523–529.
–      Byrne, B. M. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates.
–      Dettmers, S.; Trautwein, U.; Lüdtke, O.; Goetz, T.; Frenzel, A. C. & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36: 25–35.
–      Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56: 218–226.
–      Frenzel, A. C.; Pekrun, R. & Goetz, T. (2007). Girls and mathematics – a ‘‘hopeless’’ issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22: 497–514.
–      Frenzel, A. C.; Thrash, T. M.; Pekrun, R. & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Journal of Cross-Cultural Psychology, 38: 302–309.
–      Goetz, T., Frenzel, N. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33: 9–33.
–      Goetz, T. Frenzel, A. C.; Pekran, R. & Hall, N. C. (2007). Between- and Within-domain relations of students, academic emotions. Journal of educational psychology, 99: 715-733.
–      Goetz, T.; Frenzel, A. C.; Pekrun, R.; Hall, N. C. & Lüdtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99: 715–733.
–      Goetz, T. et al (2012).  Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22: 225–234.
–      Goetz, T.; Pekrun, R.; Hall, N. & Haag, L. (2006). Academic emotions a social-cognitive perspective: Antecedents and domain specificity of students, affect in the context of Latin instruction. British Journal of Educational Psychology, 76: 289-308.
–      Goetz, T.; Preckel, F.; Pekrun, R. & Hall, N. C. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17: 3–16.
–      Hu, L.-T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6: 1-55.
–      Huang, C. (2011). Achievement Goals and Achievement Emotions: A Meta-analysis. Educational Psychology Review, 23: 359–388.
–      Kim, C. M. & Hodges, C. B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course. Instructional Science, 40: 173–192.
–      King, R. B.; McInerney, D. M. & Watkins, D. A. (2012).  How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22: 814–819.
–      Kline, R. B. (2005). Principles and practices of structural equation modeling (2nd edition). New York: Guilford.
–      Lazarus, R. S. (2006). Stress and Emotion: A new synthesis. New York: Springer.
–      Lichtenfeld, S.; Pekrun, R.; Stupnisky, R. H.; Reiss, K. & Murayama, K. (2012). Measuring students' emotions in the early years: The achievement emotions questionnaire-elementary school. Learning and Individual Differences, 22: 190-201.
–      Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36: 1–3.
–      Marsella, A. J. & Leong, F. T. L. (1995). Cross-cultural issues in personality and career assessment. Journal of Career Assessment, 3:202–218.
–      Meyers, L. S., Gamst, G., & Guarino A. J. (2006). Applied multivariate research: Design and interpretation. Sage publication. Thousand Oaks. London. New Dehi.
–      Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18: 315–341.
–      Pekran, R., Frenzel, A. Goetz, T. & Perry, R. (2007). The control- value of achievement emotions: An integrative approach to emotions in education. In P.A. Shutz, & R. Pekrun, (Eds.). Emotion in Education (pp.13-36). San Diego, CA: Academic Press.
–      Pekran, R.; Goetz, T.; Frenzel, A.; Barchfeld, P. & Perry, P. (2011). Measuring emotions in students' learning and performance: The achievement emotions questionnaire. Contemporary Educational Psychology, 36: 36-48.
–      Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102: 531–549.
–      Pekrun, R.; Goetz, T.; Titz, W. & Perry, R. P. (2002b). Positive emotions in education. In E. Frydenberg (Ed.), beyond coping: Meeting goals, visions, and challenges (pp. 149-174). Oxford, UK: Elsevier.
–      Pekrun, R.; Goetz, T.; Perry, R. P.; Kramer, K. & Hochstadt, M. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and Coping, 17: 287–316.
–      Pekrun, R.; Goetz, T. & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ), Users manual. Munich, Germany: Department of psychology, University of Munich.
–      Pekrun, R.; Maier, M. A. & Elliot, A. J. (2006a). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98: 583-597.
–      Perry, R. P.; Hladkyj, S.; Pekrun, R. & Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 93, 776–789.
–      Scherer, K. R. (2009). The dynamic architecture of emotion: Evidence for the component process model. Cognition and Emotion, 23: 1307–1351.
–      Spangler, G.; Pekrun, R.; Kramer, K. & Hofmann, H. (2002). Students’ emotions, physiological reactions, and coping in academic exams. Anxiety, Stress and Coping, 15: 383–400.
–      Steinhardt, M. A. & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56 (4): 445-453.
–      Turner, J. E. & Schallert, D. L. (2001). Expectancy–value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93: 320–329.
–      Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92: 548–573.
–      Zeidner, M. (2007). Test anxiety in educational contexts: What I have learned so far. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165–184). San Diego, CA: Academic Press.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار