بررسی پایایی، روایی و تحلیل عاملی مقیاس درگیری تحصیلی (مطالعه موردی: دانش‌آموزان شهر کرج)

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی دانشگاه خوارزمی تهران

2 دانشجوی دکتری روان‌شناسی تربیتی دانشگاه شهید مدنی تبریز

3 دانش‌آموخته کارشناسی ارشد روان‌شناسی تربیتی دانشگاه خوارزمی

چکیده

هدف از پژوهش حاضر بررسی پایایی، روایی و تحلیل عاملی مقیاس درگیری تحصیلی بود. به این منظور 450 نفر از دانش‌آموزان (225 دختر و 225 پسر) شهر کرج به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند و به پرسشنامه درگیری تحصیلی پاسخ دادند. نتایج تحلیل عاملی اکتشافی با روش مؤلفه‌های اصلی، علاوه بر عامل کلی درگیری تحصیلی، سه عامل (درگیری رفتاری، شناختی و عاطفی) را برای پرسشنامه درگیری تحصیلی تأیید کرد. ضریب آلفای کرونباخ در زیرمقیاس‌ها بین 67/0 تا 78/0 به دست آمد که نشان‌دهنده‌ همسانی درونی قابل قبول پرسشنامه است. نتایج تحلیل عاملی تأییدی نشان داد که ساختار پرسشنامه برازش قابل قبولی با داده‌ها دارد و همه شاخص‌های نیکویی برازش، الگو را تأیید می‌کنند. یافته‌های تحلیل عاملی، مشابه تحقیقات انجام شده در فرهنگ اصلی بوده و ضرایب پایایی و روایی نیز به نتایج پیشین نزدیک است؛ بنابراین با توجه به خصوصیات روان‌سنجی مطلوب، این پرسشنامه ابزار مناسبی برای تعیین درگیری تحصیلی دانش‌آموزان است.

کلیدواژه‌ها


Appleton, J. J.; Christenson, S. L.; Kim, D. & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427–445.

Appleton, J. J.; Christenson, S. L. & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45 (5), 369-386.

Bandura, A.; Barbaranelli, C.; Caprar, G. V. & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206–1222.

Bono, J. T. (2011). What good is engagement? Predicting academic performance and college satisfaction from personality, social support, and student engagement. A dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Brown, M. W. & Cudeck, R. (1992). Alternate ways of assessing model fit. Sociological Methods & Research, 21, 320-258.

Csikszentmihalyi, M. & Schneider, B. (2000). Becoming adult: How teenagers prepare for the world. New York: Basic Books.

Finn, J. D. & Rock, D. A. (1997). Academic success among students at risk for school failure. The Journal of Applied Psychology, 82, 221–234.

Fredricks, J. A.; Blumenfeld, P. C. & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.

Gutiérrez, M.; Tomás, J. M.; Chireac, S. M.; Sancho, P. & Romero, I. (2016). Measuring School Engagement: Validation and Measurement Equivalence of the Student Engagement Scale on Angolan Male and Female Adolescents. British Journal of Education, Society & Behavioral Science, 15 (3), 1-11.

Jang, H.; Kim, E.-J. & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally-occurring classroom context. Journal of Educational Psychology, 104, 1175-1188.

Jimerson, S. R.; Campos, E. & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8, 7–27.

Kindermann, T. A. (2007). Effects of naturally-existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78, 1186–1203.

Marks, H. M. (2000). Student engagement in instructional activity: Patterns in elementary, middle and high school years. American Educational Research Journal, 37, 153–184.

Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. The British Journal of Educational Psychology, 77, 413–440.

Metallidou, P. & Viachou, A. (2007). Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elemenrary school children. International Journal of Psychology, 42 (1), 2-15.

Newmann, F.; Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York: Teachers College Press.

Perry, J. C.; Liu, X. & Pabian, Y. (2010). School engagement as mediator of academic performance among urban youth: The role of career preparation, parental career support, and teacher support. The Counseling Psychologist, 38, 269–295.

Reeve, J. & Tseng, C. (2011). Agency as a forth aspect of student engagement during activities. Contemporary Educational Psychology, 36, 257-267.

Sinclair, M. F.; Christenson, S. L.; Lehr, C. A. & Anderson, A. R. (2003). Facilitating student learning and engagement: Lessons learned from Check & Connect longitudinal studies. The California School Psychologist, 8, 29–41.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765–781.

Veiga, F. H.; Reeve, J.; Wentzel, K. & Robu, V. (2014). Assessing students’ engagement: A review of instruments with psychometric qualities. In F. H. Veiga’s (Ed.), First International Congress of Student Engagement at School: Perspectives from psychology and education (pp. 38-57). Lisbon, Portugal: Instituto de Educação da Universidade de Lisboa.

Wang, M. T. & Holcombe, R. (2010). Adolescents' perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal, 47, 633–662.

Wang, M. T.; Willett, J. B. & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49, 465–480.

Weston, R. & Gore, J. P. (2006). A brief guide to structural equation modeling, Journal of Counseling Psychologist, 34, (5), 719-751.

You, S. & Sharkey, J. (2009). Testing a developmental-ecological model of student engagement: A multilevel latent growth curve analysis. Educational Psychology, 29, 659–684.