ویژگی‌های روان‌سنجی پرسشنامه درگیری تحصیلی در دانش‌آموزان دبیرستانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار دانشکده روان‌شناسی و علوم تربیتی دانشگاه سمنان

2 دانشجوی دکتری روان‌شناسی تربیتی دانشگاه سمنان

3 کارشناسی ارشد روان‌شناسی تربیتی دانشگاه سمنان

10.22034/emes.2019.36113

چکیده

هدف از اجرای پژوهش، بررسی ویژگی‌های روان‌سنجی درگیری تحصیلی بود که متمرکز بر دو بعد روان‌شناختی و شناختی است. این پژوهش توصیفی در بین دانش‌آموزان دبیرستانی شهر درمیان خراسان جنوبی انجام گرفت (2002N=). نمونه‌ای به حجم 400 نفر به روش تصادفی طبقه‌ای انتخاب شدند. شرکت‌کنندگان پرسشنامه درگیری تحصیلی را تکمیل کردند. تحلیل عاملی تأییدی و تحلیل اعتبار بر روی داده‌ها اجرا شد. یافته‌ها نشان می‌دهد که مدل شش عامل مرتبه اول نسبت به مدل‌های رقیب از برازندگی بهتری برخوردار است. سه مؤلفه روابط معلم-شاگرد، حمایت همسالان از یادگیری و حمایت خانواده از یادگیری (درگیری روان‌شناختی) و سه مؤلفه هدف‌ها و آرزوهای آینده، کنترل بر تکالیف مدرسه و انگیزش بیرونی (درگیری شناختی) به‌وضوح یک ساختار شش عاملی درگیری تحصیلی را تشکیل می‌دادند. خرده‌مقیاس‌ها از اعتبار مناسبی برخوردار بودند. روایی ملاکی مقیاس نشان داد که خودکارآمدی و وظیفه‌شناسی با خرده‌مقیاس­های درگیری تحصیلی، همبستگی مثبت و معنی‌داری دارند. تنها همبستگی وظیفه‌شناسی با انگیزش بیرونی معنی‌دار نبود. لذا مقیاس مورد نظر در جامعه پژوهش رواست و توان تبیین ویژگی‌های روان‌شناختی و شناختی درگیری تحصیلی را دارد.

کلیدواژه‌ها


عنوان مقاله [English]

Psychometric Properties of Student Engagement Instrument in High School Students

نویسندگان [English]

  • Siavash Talepasand 1
  • Saied Mohanna 2
  • Shahla Rostami 3
چکیده [English]

The purpose of this study was to study psychometric properties of the scale of school engagement for student that focuses on psychological and cognitive dimensions. This descriptive study was conducted among high school students in Darmiyan of South Khorasan (N = 2002). For determination of sample size, based on the number of the parameters, that Mueller suggested, 400 students were selected. To collect data, NEO Personality Questionnaire (NEO-FFI), Self-regulated Learning Strategies Questionnaire (MSLQ) and Student Engagement Instrument were applied. Validity of school engagement scale was analyzed by using confirmatory factor analysis and Pearson correlation. The results showed that the school engagement scale in the research community is reliable, and can explain the psychological and cognitive characteristics of student academic engagement. Also, for explaining convergent validity, among efficacy and loyalty with school engagement was observed positive and significant correlation. So, this scale can meet the needs of researchers, teachers, counselors and authorities in education for measuring up the psychological and cognitive dimensions of school engagement in high school students.

کلیدواژه‌ها [English]

  • School Engagement
  • Psychometric properties
  • High School Students
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