بررسی ویژگی‌های روانسنجی نسخه فارسی مقیاس خودکارآمدی انضباطی (DES) در معلمان مدارس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه علوم تربیتی و روانشناسی دانشگاه سمنان

2 استادیار گروه علوم تربیتی و روانشناسی دانشگاه سمنان

3 دانش آموخته کارشناسی ارشد روانشناسی تربیتی دانشگاه سمنان

چکیده

هدف از پژوهش حاضر بررسی خصوصیات روان‌سنجی مقیاس خودکارآمدی انضباطی در معلمان مدارس بود. به این منظور تعداد 180 نفر (77 زن و 103 مرد) از معلمان مدارس شهرستان خاف به روش نمونه‌گیری خوشه‌ای انتخاب شدند. همه آنها پرسشنامه خودکارآمدی انضباطی و خودکارآمدی عمومی شوارزر و جروسالم را تکمیل کردند. برای تحلیل داده‌ها از روش‌های تحلیل عاملی، ضریب آلفای کرونباخ و همبستگی پیرسون استفاده شد. تحلیل عاملی اکتشافی نشان داد که این مقیاس از دو عامل کارآمدی نظم آموزشی و کارآمدی نظم شخصی اشباع شد. همچنین، تحلیل عاملی تأییدی برازندگی مدل و ساختار روابط درونی گویه‌ها را تأیید کرد. اعتبار مقیاس خودکارآمدی انضباطی با استفاده از ضریب آلفای کرونباخ برای کل مقیاس 79/0 و هرکدام از خرده مقیاس‌ها شامل کارآمدی نظم آموزشی 701/0 و کارآمدی نظم شخصی 698/0 به دست آمد که نشان از قابلیت بالای ابزار بود. درنهایت با توجه به ویژگی‌های روان‌سنجی قابل‌قبول می‌توان از پرسشنامه خودکارآمدی انضباطی در جامعه معلمان مدارس به‌عنوان ابزاری معتبر در پژوهش‌های روان‌شناختی استفاده کرد.

کلیدواژه‌ها


عنوان مقاله [English]

Psychometric Characteristics of Persian Prescription of Discipline Self-efficacy Scale (DES) in Schools' Teachers

نویسندگان [English]

  • Afzal Akbari Balootbangan 1
  • Masoumeh Khosravi 2
  • Emadedin Ahrari 3
چکیده [English]

The aim of the present research was to study the psychometric characteristics of discipline self-efficacy scale in schools' teachers. To do this, 180 teachers (77 females and 103 males) from khaf schools were selected in cluster sampling method and completed discipline self-efficacy scale and general self-efficacy questionnaire of Schwarzer and Jerosalem. Factor analysis, Cronbach alpha coefficient and Pearson correlation methods were used to analyze data. Exploratory factor analysis showed that this scale was saturated by two factors including teaching discipline efficacy and personal discipline efficacy. Also, confirmatory factor analysis confirmed the model fitness and the structure of items' internal relationships. The reliability of discipline self-efficacy scale obtained 0.79 for the whole of scale and each of the subscales including teaching discipline efficacy 0.701 and personal discipline efficacy 0.698 by Cronbach alpha coefficient which showed the high capability of instruments. Finally, it can be said that discipline self-efficacy scale in schools' teachers had acceptable psychometric characteristics and it can be used as a reliable instrument in psychological researches

کلیدواژه‌ها [English]

  • Discipline self-efficacy scale
  • Validity
  • Reliability
  • Factor analysis
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