پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 561 |
| تعداد مقالات | 4,461 |
| تعداد مشاهده مقاله | 7,468,431 |
| تعداد دریافت فایل اصل مقاله | 3,907,174 |
ویژگی‌های روان‌سنجی مقیاس اشتیاق به مدرسه | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 3، دوره 2، شماره 4 - شماره پیاپی 7، دی 1392، صفحه 56-70 اصل مقاله (201.07 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| عادل زاهد1؛ سیده هایده کریمی یوسفی2؛ مهدی معینی‌کیا3 | ||
| 1دانشیار علوم تربیتی، دانشگاه محقق اردبیلی، دانشکده علوم تربیتی و روانشناسی | ||
| 2کارشناس ارشد مشاوره، دانشگاه محقق اردبیلی | ||
| 3استادیار علوم تربیتی، دانشگاه محقق اردبیلی، دانشکده علوم تربیتی و روانشناسی | ||
| چکیده | ||
| اشتیاق به مدرسه تمایل دانش‌آموزان به مشارکت در فعالیتهای روزانه مدرسه از قبیل شرکت در کلاسها، انجام تکالیف کلاسی و دنبال کردن دستورات معلم در کلاس است که عدم آن از جمله عوامل مؤثر در ترک تحصیل محسوب می‌شود. این پژوهش با هدف اعتباریابی مقیاس اشتیاق به مدرسه دانش‌آموزان راهنمایی دختر شهرستان اردبیل انجام گرفت. طرح پژوهش از نوع پژوهشهای همبستگی از نوع تحلیل عاملی (تحلیل عاملی اکتشافی و تحلیل عاملی تأییدی) است. نمونه پژوهش شامل 360 دانش‌آموز می‌باشد که با توجه به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای از میان دانش‌آموزان مدارس ناحیه 1 و 2 شهر اردبیل انتخاب شدند و مقیاس اشتیاق به مدرسه را تکمیل نمودند. نتایج تحلیل عاملی اکتشافی به روش تحلیل به مؤلفه‌های اصلی و چرخش واریماکس شش عامل (توجه، تمکین، تعلق به مدرسه، ارزش گذاشتن به آموزش مدرسه‌ای، خودتنظیمی و کاربرد راهبرد شناختی) را نشان داد. ضریب آلفای کرونباخ کل مقیاس 74/0 به دست آمد. همچنین، تحلیل عاملی تأییدی مدل شش عاملی را مورد تأیید قرار داد. لذا میتوان بیان داشت نسخه فارسی مقیاس اشتیاق به مدرسه، خصوصیات روان‌سنجی رضایت‌بخشی در جامعه ایران دارد و در موقعیتهای مختلف تربیتی و پژوهشی قابل استفاده است. | ||
| کلیدواژه‌ها | ||
| اشتیاق به مدرسه؛ تحلیل عاملی اکتشافی؛ تحلیل عاملی تأییدی؛ دانش‌آموزان | ||
| عنوان مقاله [English] | ||
| Psychometric Properties of the Scale of Interest in School | ||
| نویسندگان [English] | ||
| Adel Zahed1؛ Sayyede Hayede Karimi Yousefi2؛ Mahdi MoeiniKia3 | ||
| چکیده [English] | ||
| Interest in school is students’ tendency to participation of daily activity of school such as: class participation, doing homework, and following the instructions of the teacher in class, and its absence is one of the factors contributing to the dropout. This study aimed to validate the scale of the students’ interest in school among students of the Ardabil in junior high school level. In this correlational and factor analysis (exploratory and confirmatory) study, 360 participants selected from among students of district 1&2 in Ardabil city based on multi-stage cluster sampling method to fill the form of interest in school. Exploratory factor analysis results indicate six factors with principal components analysis and varimax rotation: attention, obedience, belonging to the school, pay attention to the school education, self-regulatory and usage of cognitive strategies; moreover, confirmatory factor analysis confirms six factor model. It is concluded that Persian version of scale of interest in school has satisfactory psychometric properties in Iranian society which is used in different educational and research conditions. | ||
| کلیدواژه‌ها [English] | ||
| Interest in school, Exploratory factor analysis, confirmatory factor analysis, Students | ||
| مراجع | ||
|
بشرپور، سجاد؛ عیسی زادگان، علی؛ زاهد، عادل و احمدیان، لیلا. (1392). مقایسه خود‌پنداره‌ی تحصیلی و اشتیاق به مدرسه در دانش‌آموزان مبتلا به ناتوانی یادگیری و عادی. دوفصلنامه مطالعات آموزش و یادگیری، 65، 64-47. 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.
Archambault, I., Janosz, M., Fallu, J. S., & Pagani L. S. (2009). Students’ engagement and its relationship with early high school dropout. Journal of Adolescence, 32, 651-670.
Awang-Hashim, R., & Sani, A. M. (2008). A confirmatory factor analysis of a newly integrated multidimensional school engagement scale. Malaysian Journal of Learning and Instruction, 5, 21-40.
Awang-Hashim, R., Kaur, A., & Noman, M. (2015). The interplay of socio-psychological factors on school engagement among early adolescents. Journal of Adolescence, 45, 214-224.
Bentler, P. M. (1990). Comparative fit indices in structural equation models. Psychological Bulletin, 107, 238–246.
Bowen, G. L., & Richman, J. M. (1995). The school success profile. Chapel Hill: University of North Carolina at Chapel Hill.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In: K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Beverly Hills, CA: Sage.
Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86, 386-400.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar, & L. A. Sroufe (Eds.), Self processes in development: Minnesota symposium on child psychology, Vol. 23. (pp. 43–77) Chicago: University of Chicago Press.
Daly, B. P., Shin, R. Q., Thakral, C., Selders, M., & Vera, E. (2009). School engagement among urban adolescents of color: Does perceptions of social support and neighborhood safety really matter? Journal of Youth and Adolescence, 38, 63–74.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59 (2), 117-142.
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 (1), 59-109.
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil, & P. Mosenthal (Eds.), Handbook of reading research, Vol. 3. (pp. 403–422). Mahwah, NJ: Erlbaum.
Institute for Research and Reform in Education (IRRE). (1998). Research Assessment Package For Schools (RAPS) Manual. Philadelphia, PA: Institute for Research and Reform in Education.
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.
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.
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.
Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107, 1-35.
Simons-Morton, B., & Chen, R. (2009). Peer and parent influences on school engagement among early adolescents. Youth and Society, 41, 3–25.
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.
Test, M. A., Greenberg, J. S., Long, J. D., Brekke, J. S., Burke, S. S. (2005). Construct validity of a measure of subjective satisfaction with life of adults with serious mental illness. Psychiatric Services, 56 (3), 292-300.
Tinto, V. (1975). Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45 (1), 89-125.
United Nations Educational Scientific and Cultural Organization. (2013). Schooling for millions of children jeopardized by reductions in aid. UNESCO Institute for Statistics (UIS) Accessed 18.08.15.
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.
Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. London: The Palmer Press.
Wellborn, J. G., & Connell, J. P. (1987). Manual for the Rochester assessment package for schools. Rochester, NY: University of Rochester.
Wilson, S. J., Tanner-Smith, E. E., Lipsey, M. W., Steinka-Fry, K., & Morrison, J. (2011). Dropout prevention and intervention programs: effects on school completion and dropout among school aged children and youth. Campbell Systematic Reviews. http://dx.doi.org/10.4073/csr.2011.8.
Yazzie-Mintz, E. (2007). Voices of students on engagement: A report on the 2006 High School Survey of Student Engagement. Bloomington: Center for Evaluation & Education Policy, Indiana University Retrieved December 13, 2009, from. http://ceep.indiana.edu/hssse.
You, S., & Sharkey, J. (2009). Testing a developmental-ecological model of student engagement: A multilevel latent growth curve analysis. Educational Psychology, 29, 659–684.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. Schunk (Eds.), Selfregulated learning and academic achievement: Theory, research and practice (pp. 1–25). New York: Springer-Verlag.
Zyngier, D. (2008). Conceptualizing student engagement: Doing education not doing time. Teaching and Teacher Education, 24, 1765–1776. | ||
|
آمار تعداد مشاهده مقاله: 2,803 تعداد دریافت فایل اصل مقاله: 4,015 |
||