ساخت و اعتباریابی آزمون اهمال‏کاری تحصیلی

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار دانشگاه پیام نور اهواز Sevari1347@yahoo.com

چکیده

هدف از این مطالعه ساخت و اعتباریابی آزمون اهمال‏کاری تحصیلی است. به همین منظور تعداد 247 نفر از دانشجویان دانشگاه پیام اهواز (142 دختر و 105 پسر) به شکل تصادفی چند مرحله‏ای انتخاب شدند. برای ساخت آزمون یاد شده از تحلیل عاملی اکتشافی استفاده شد. نتایج تحلیل عوامل اکتشافی نشان داد که داده‏ها پس از شش بار چرخش، آزمونی مرکب از 12 ماده و سه عامل با عنوان اهمال‏کاری عمدی (5 ماده)، اهمال‏کاری ناشی از خستگی جسمی- روانی (4 ماده) و اهمال‏کاری ناشی از بی برنامگی (3 ماده) ساخته شد پایایی آزمون از طریق آلفای کرونباخ برای کل آزمون 85/0، برای عامل اول 77/0، برای عامل دوم 6/0 و برای عامل سوم 70/0 به دست آمد. روایی آزمون یاد شده از طریق همبسته کردن با آزمون اهمال‏کاری تاکمن (1991) تعیین و مقدار آن 35/0 برآورد گردید که نشان از روایی نسبتاً خوب آن آزمون است. از آنجایی‏که در داخل کشور آزمونی برای تشخیص اهمال‏کاری تحصیلی وجود ندارد لذا این آزمون می‏تواند خلاء یاد شده را جبران کند و مورد استفاده متخصصان تعلیم و تربیت قرار گیرد.
 

کلیدواژه‌ها


عنوان مقاله [English]

Construction and standardization of Academic procrastination test

نویسنده [English]

  • karim Sevari
چکیده [English]

Background: Academic procrastination has been an important debate in recent years, and many researchers see it as a bad habit (Chase, 2003) and also a behavioral problem that many adults experience it in their daily activities (Johansen and Carton, 1999).
Objective: The main purpose of this research was to examine the psychometric properties of academic procrastination test.
Method: 247 (142 females and 105 males) students of Payame Noor University of  Ahvaz  were selected using randomly multi-stage cluster sampling method.
Results: A factor analysis, using the principal components analysis (vaimax rotation) resulted in three factors that consisted of 61/11% of variance. Cronbach's Alpha reliability coeffients (internal consistency) were satisfactory for the whole scale was ./85 (first factor: 0/77 , second: 0/6 & third factor: 0/70. Factor analysis showed that constructed test combined from 3 factor (deliberating procrastination, Physical-mental causing procrastination, and procrastination causing without programming. Validity of this test obtained through relation between Tuckman (1991) questionnaire with constructed test (0/ 35).
Conclusion: It can be concluded that the academic procrastination test has a good reliability and validity, and is a useful instrument to assess students' academic procrastination.
 

کلیدواژه‌ها [English]

  • Keywords: Academic procrastination
  • test
  • Standardization
  • reliability
  • validity
شهنی ییلاق، منیجه؛ سلامتی، سید عباس؛ مهرابی‏زاده هنرمند، مهناز و حقیقی، جمال.(1385). بررسی شیوع تعلل و تأثیر روش‏های درمان شناختی و رفتاری بر کاهش آن در دانش‏آموزان دبیرستانی شهرستان اهواز. مجله علوم تربیتی و روان‏شناسی دانشگاه شهید چمران اهواز. دوره سوم، سال سیزدهم، شماره 3، صص 30-1.

فرجاد، محمدعلی. (1375). روانشناسیاهمال‏کاریوغلبهبرتعللورزیدن. تهران: انتشارات رشد.

 

 

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