ارزیابی ویژگی‌های روان‌سنجی پرسشنامه هیجان‌های تدریس دانشگاهی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد، دانشگاه فردوسی مشهد

2 دانشگاه شهید چمران اهواز، خوزستان، ایران.

3 کارشناسی ارشد رشته تحقیقات آموزشی، دانشکده علوم تربیتی و روانشناسی، سیستان و بلوچستان، ایران.

4 دانشجوی کارشناسی ارشد، روانشناسی تربیتی، دانشگاه آزاد واحد بجنورد

چکیده

هیجان‌ها به‌طور بالقوه در هر جنبه‌ای از فرایند تدریس و یادگیری دخیل هستند و تدریس خوب با انواعی از هیجان‌های مثبت تحقق پیدا می‌کند. بنابراین درک ماهیت هیجان‌ها در محیط‌های آموزشی ضروری است. هدف از انجام این پژوهش، بررسی شاخص‌های روان‌سنجی پرسشنامه هیجان‌های تدریس تریگول (2012) بود. روش پژوهش، توصیفی از نوع همبستگی و جامعه پژوهشی کلیه اساتید دانشگاه فردوسی مشهد (804 نفر) بودند. حجم نمونه بر اساس فرمول کوکران 280 نفر تعیین شد و به روش نمونه‌گیری طبقه‌ای نسبتی انتخاب شدند. روایی محتوایی پرسشنامه توسط 5 نفر از متخصصان دانشگاه فردوسی بر اساس شاخص روایی محتوایی موردبررسی قرار گرفت، برای احراز روایی سازه از تحلیل عاملی تأییدی و برای پایایی از روش همسانی درونی و باز آزمایی استفاده شد. نتایج تحلیل عاملی تأییدی برازندگی مدل و ساختار روابط درونی گویه‌ها را تأیید کرد. ضریب آلفا برای کل پرسشنامه هیجان‌های تدریس برابر با 89/0 و برای عامل‌ها از 73/0 تا 84/0 به دست آمد. نتایج نشان داد که پرسشنامه هیجان‌های تدریس از ویژگی‌های روان‌سنجی قابل-قبولی برخوردار است و می‌توان از آن به‌عنوان ابزاری معتبر در مطالعات هیجان‌های مربوط به تدریس استفاده کرد.

کلیدواژه‌ها


عنوان مقاله [English]

Evaluation of Psychometric Properties of Academic Emotions in teaching inventory

نویسندگان [English]

  • Mohammad Koohi 1
  • Yaser Garavand 2
  • Abas Ghasemzadeh 3
  • Ehsan Abbasi Josheghani 4
1 Ferdowsi university of Mashhad.Iiran.
2 Shahid Chamran University of Ahvaz, Khuzestan, Iran.
3 Master of Educational Research, School of Education and Psychology, Sistan and Baluchestan, Iran.
4 M.Sc. Student, Educational Psychology, Azad University, Bojnourd Branch
چکیده [English]

Emotions are intimately involved in virtually every aspect of the teaching and learning process and good teaching is charged with positive emotions. Therefore; an understanding of the nature of emotions within the educational context is essential. This study aimed to investigate the Psychometric Properties of the emotions in the teaching Inventory of Trigwell (2012). The research method was descriptive-correlative. Teachers of Ferdowsi University of Mashhad were the research population. The required sample size was determined 280 based on the Cochran formula and participants were selected by the relative class sampling method. The Content Validity of inventory was evaluated by 5 experts based on the CVI Index. The validity was determined by confirmatory factor analysis and the reliability of ETI was confirmed by internal consistency (Cochran`s alpha) and test-retest method. The goodness of fit indexes was confirmed by confirmatory factor analysis (CFA). Also, the alpha coefficient for total size was 0/89 and for subscales was from 0/73 to 0/84. Hence, Results showed that Emotions in the teaching Inventory had acceptable psychometric properties in the sample of university teachers and can be used as a valid scale in studies related to the teaching emotions.

کلیدواژه‌ها [English]

  • Validation
  • Confirmatory Factor Analysis
  • Academic Teaching
  • Emotions of university teachers
  • Emotions in teaching inventory
شولتز، دوان و شولتز، سیدنی آلن (1994).نظریه های شخصیت، ترجمه: یحیی سید محمدی (1390). تهران: نشر ویرایش.

کارشکی، حسین (1391). روابط ساختاری خطی در تحقیقات علوم انسانی (مبانی و راهنمای آسان کاربرد نرم افزار لیزرل). تهران: آوای نور.

کارشکی، حسین؛ کوهی، محمد و آهنی، زهرا (1395). روا سازی مقیاس هیجانهای معلم در مدارس ابتدایی شهر مشهد، فصلنامه اندازه گیری تربیتی دانشگاه علامه طباطبائی، 6 (24)، 200-171.

کلاین، پل (1381). راهنمای آسان تحلیل عاملی، ترجمه سیدجلال صدرالسادات و اصغر مینایی. تهران: سمت.

هومن، حیدرعلی (1390). تحلیل داده های چندمتغیری در پژوهش رفتاری. تهران: پیک فرهنگ.

Bahia, S., Freire, I., Amaral, A., & Teresa Estrela, M. (2013). The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching, 19(3), 275-292.‏

Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of ‘‘people work’’. Journal of Vocational Behavior, 60, 17_39.

Chang, M.-L. (2009). An appraisal perspective of teacher burnout: examining the emotional work of teachers. Educ. Psychol. Rev. 21, 193–218. doi:10.1007/s10648-009-9106-y

Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. doi: 10.1016/j. tate. 2016.01.001.

Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers' emotions in the school context. Teaching and Teacher Education, 28(7), 957-967.‏ http://dx.doi.org/10.1016/j.tate.2012.05.001

Derryberry, D., & Tucker, D. M. (1994). Motivating the focus of attention. In P. M. Niedenthal & S. Kitayama (Eds.), The heart’s eye: Emotional influences in perception and attention (pp. 167–196). San Diego: Academic Press.

Ellsworth, P. C., & Scherer, K. R. (2003). Appraisal processes in emotion. In R. J. Davidson, K. R. Scherer, & H. Hill Goldsmith (Eds.), Handbook of affective sciences (pp. 572-595). Oxford: University Press.

Emmer, E. T. (1994). Toward and understanding of the primacy of classroom management and discipline. Teacher Education, 6, 65–69.

Frenzel, A. C., Götz, T., Lüdtke, O., Pekrun, R., and Sutton, R. E. (2009a). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. J. Educ. Psychol. 101, 705–716. doi: 10.1037/ a0014695

Frenzel, A. C. (2014). Teacher emotions. Handbook of emotions in education, 494-519.‏

Furu, E. M. (2007). Emotional aspects of action learning. In E. M. Furu, T. Lud, & T. Tiller (Eds.), Action research. A Nordic perspective (pp. 185–202). HoyskoleForlaget: Norwegian Academic Press.

Hagenauer, G., & Volet, S. E. (2014a). “I don't think I could, you know, just teach without any emotion”: Exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29 (2), 240-262. doi: 10.1080/02671522.2012.754929

Hargreaves, A. (2005) Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change. Teaching and Teacher Education, 21(8), 967- 983. doi:1 0.1016/j. tate.2005.06.007.

Hargreaves, A.)1998). The emotional practice of teaching. Teaching and Teacher Education, 14:835-854

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525. doi: 10.3102/0034654308325693

Johnson, S., Cooper, C. L., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress

Keller, M. M., Chang, M.-L., Becker, E. S., Goetz, T., and Frenzel, A. C. (2014a). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study. Front. Psychol. 5:1442. doi:10.3389/fpsyg.2014.01442

Lazarus, R. S. (1 991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologyst, 46(8),819- 834. doi: 10.1037 /0003-066x.46.8.819.

Lee, J. C. K., & Yin, H. B. (2011). Teachers' emotions and professional identity in curriculum reform: a Chinese perspective. Journal of Education Change, 12(1), 25-46.

Martin, E., & Lueckenhausen, G. (2005). How university teaching changes teachers: Affective as well as cognitive challenges. Higher Education, 49(3), 389-412.‏

Maslach, C, Schaufeli, W. D., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology. 52(1), 397.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.‏

Postareff, L., & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education. Studies in Higher Education, 36(7), 799-813.‏

Quinlan, K. M. (2016). How emotions matters in four key relationships in teaching and learning in higher education. College Teaching. Online first: doi: 10.1080/87567555.2015.1088818

Scherer, K. S., A. Schorr, and T. Johnstone. 2001. Appraisal Processes in Emotion Research. Theory, Methods, Research. Oxford: University press.

Schutz, P. A. (2014). Inquiry on teachers’ emotion. Educational Psychologist, 49, 1-12. doi:10.1080/00461520.2013.864955

Schutz, P. A., & Zembylas, M. (Eds.). (2011). Advances in teacher emotion research. The impact on teachers’ lives. Heidelberg: Springer.

Storrs, D. (2012). “‘Keeping it Real’ with an Emotional Curriculum.” Teaching in Higher Education 17 (1): 1–12.

Sutton, R. E. (2005). Teachers' emotions and classroom effectiveness: Implications from recent research. The Clearing House, 78(5), 229-234.‏

Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: a review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.

Trigwell, K. (2009). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education: A pilot study. Paper presented at 13th conference of the European Association for Research on Learning and Instruction. Amsterdam, Netherlands.

Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621.‏ http://dx.doi.org/10.1007/s11251-011-9192-3

Vandenberghe, R., & Huberman, A. M. (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge, UK: Cambridge University Press.

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, 54(6), 1063.

White, C. J. (2012). “Higher Education Emotions: A Scal Development Exercise.” Higher Education Research and Development. doi:

Zhang, Q., & Zhang, J. (2013). Instructors’ positive emotions: Effects on student engagement and critical thinking in U.S. and Chinese classrooms. Communication Education, 62 (4). 395-411. doi:10.1080/03634523.2013.828842

Zhang, Q., and W. Zhu. (2008). “Exploring Emotion in Teaching: Emotional Labor, Burnout, and Satisfaction in Chinese Higher Education.” Communication Education 57 (1): 105–122.