آزمون ساختار عاملی و سنجش همسانی درونی نسخه‌ی ایرانی پرسشنامه‌ی بهزیستی تحصیلی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشگاه شهید چمران اهواز

2 دانشگاه علامه طباطبایی

3 دانشگاه علوم و تحقیقات فارس

4 دانشگاه پیام نوریزد-مرکز مهریز

5 دانشگاه شیراز

چکیده

مقدمه: مطالعه‌ی حاضر با هدف بررسی آزمون ساختار عاملی و سنجش همسانی درونی پرسشنامه‌ی بهزیستی تحصیلی (AWBQ) انجام شد. روش: پرسشنامه‌ی بهزیستی تحصیلی و پرسشنامه‌ی تنیدگی تحصیلی بر روی 365 دانش‌آموز دوره‌ی متوسطه‌ی دوم مدارس دولتی شهر پل-دختر (189 پسر و 176 دختر) که با روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شده بودند، اجر شد. به منظور تعیین روایی عاملی AWBQ از روش‌های آماری تحلیل عامل اکنشافی و تاییدی و به منظور بررسی همسانی درونی AWBQ از ضریب آلفای کرونباخ استفاده شد. همچنین به منظور مطالعه‌ی روایی واگرای AWBQ، ضریب همبستگی بین نمره‌ی کل بهزیستی تحصیلی و تنیدگی تحصیلی ادراک شده-ی دانش‌آموزان گزارش شد. یافته‌ها: نتایج تحلیل عاملی نشان داد که AWBQ از چهار عامل ارزش مدرسه، فرسودگی نسبت به مدرسه، رضایتمندی تحصیلی و درآمیزی با کار مدرسه تشکیل شده است. شاخص‌های برازش تحلیل عامل تاییدی بر پایه‌ی نرم‌افزار AMOS، وجود عوامل چهارگانه را تایید کرد. همبستگی معنادار بین نمره‌ی ابعاد بهزیستی تحصیلی با نمره‌ی کلی تنیدگی تحصیلی، روایی AWBQ را تایید کرد. همچنین همسانی درونی مقیاس‌ها معنادار برآورد گردید. نتیجه‌گیری: با توجّه به برازش مدل و اعتبار بالای پرسشنامه، از آن می‌توان جهت مطالعه و سنجش بهزیستی تحصیلی دانش‌آموزان ایرانی استفاده کرد.

کلیدواژه‌ها


عنوان مقاله [English]

Testing for the Factor Structure and Measurement of Internal Consistencyof the Irani Version of Academoic Well-Being Questionnaire

چکیده [English]

The current investigation was aimed toward testing the factor structure and Measurement of internal consistencyof academic well-Being questionnaire (AWBQ).Method:Three-hundred and sixty five students from school of Poldokhtar city (189 male and 176 female) were selected through multi-stage sampling method. Students completed the Farsi version of AWBQ and the academic stress questionnaire (ASQ). The exploratory factoranalysisand confirmatory factor analysis and internal consistency were used to compute the AWBQ's factorial validity and reliability, respectively.Findings:The results of principle component analysis (PC) and oblique rotation replicated the four-factor structure of the AWBQ. Based on item content, factors were named difficulty with school values, school burnout, satisfaction with educational choice and schoolwork engagement. Based on AMOS software, Goodness-of-fit indices of confirmatory factor analysis confirmed the 4 extracted factors. The multidimensional scales of AWBQ were shown to be an acceptable measurement model in this sample. The significant correlation between the AWBQ factor score and it’s dimensions with total score of academic stress confirmed the validity of the AWBQ.Conclusion:These findings speak to the robustness of the AWBQ, in revealing its relatively stable structure, and consequently, to its potential usefulness as a valid measure of academic well-being for Iranian students.

کلیدواژه‌ها [English]

  • academic well-being
  • factor structure
  • internal consistency
اتکینسون، ماری و هورون­بی، گری. (2002). بهداشت روانی در مدارس. ترجمه­ی اکبر رهنما و محمدرضا فریدی (1388). تهران: نشر آییژ.

شکری، امید؛ کرمی نوری، رضا؛ فراهانی، محمد نقی و مرادی، علیرضا. (1389). آزمون ساختار عاملی و ویژگی­های روان‌سنجی نسخه­ی فارسی پرسشنامه­ی استرس تحصیلی. مجله­ی علوم رفتاری، 4، 4، 283-277.

کاوسیان، جواد؛ کدیور، پروین و فرزاد، ولی­الله. (1391). رابطه­ی متغیرهای محیطی، تحصیلی با بهزیستی مدرسه: نقش نیازهای روان­شناختی، خودتنظیمی انگیزشی و هیجان­های تحصیلی. فصلنامه­ی پژوهش در سلامت روان­شناختی، 6، 1، 25-10.

میکائیلی، نیلوفر؛ رجبی، سعید؛ عباسی، مسلم و زمانلو، خدیجه. (1393). بررسی ارتباط تنظیم هیجان و عواطف مثبت و منفی با عملکرد و فرسودگی تحصیلی در دانشجویان. فصلنامه­ی روان­شناسی تربیتی،10(32)، 32-53.

هومن، حیدرعلی. (1388). مدل­یابی معادلات ساختاری. تهران: نشر سازمان مطالعه و تدوین کتب علوم انسانی دانشگاه­ها (سمت).

 Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 25, 21–37.

Arantzazu, R. F., Estibaliz, R. D., Arantza, F. Z., Eider, G., Igor, E., & Alfredo, G. (2016). Contextual and psychological variables in a descriptive model of subjective well-being and school engagement. International journal of clinical and health psychology, 16, 2, 166-174.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Berndt, T.J., & Miller, K.E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82, 319–326.

Browne, M. W. (2001). An overview of analytic rotation in exploratory factor analysis. Multivariate Behavioral Research, 36, 111-150.

Browne, M. W. (2001). An overview of analytic rotation in exploratory factor analysis. Multivariate Behavioral Research, 36, 111-150.

Catterall, J. S. (1998). Risk and resilience in student transitions to high school. American Journal of Education, 106, 302−333.

Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33,584–608.

Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C.Ames, & R.Ames (Eds.), Research on motivation in education (pp. 139–186). San Diego, CA: Academic Press.

Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage environment fit. In R. M. Lerner, & L. Steinberg (Eds.), Individual bases of adolescent development (3rd Ed.). Handbook of adolescent psychology, Vol. 1. (pp. 404–434). Hoboken, NJ: Wiley.

Ge, X., Lorenz, F.O., Conger, R.D., Elder, G.H., & Simons, R.L. (1994). Trajectories of stressful life events and depressive symptoms during adolescence. Developmental Psychology, 30, 467–483.

Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19, 53–60.

Heta, T. S., K, S. A., Markku, N. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22, 290–305.

Hu, L. & Bentler, P. M. (1999). Cuty off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6 (1), 1-55.

Isakson, K., & Jarvis, P. (1999). The adjustment of adolescents during the transition into high school: A short-term longitudinal study. Journal of Youth and Adolescence, 28, 1–26.

Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330–358.

Kline, R. B. (2010). Principles and practice of structural equation modeling. New York: Guilford Press.

Kline, R. B. (2010). Principles and practice of structural equation modeling. New York: Guilford Press.

Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychology Measurement, 30, 607-610.

Kuh, G.D., Hu, S. & Vesper, N. (2000). “They Shall Be Known by What They Do": An Activities-based Typology of College Students”; Journal of College Student development, 29, 4, 422-449.

Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197–213.

Martin, A. J. & Marsh, H. W. (2008b) Workplace and academic buoyancy: psychometric assessment and construct validity amongst school personnel and students, Journal of Psycho educational Assessment, 26, 168–184.

Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: Construct validity approach. Psychology in the Schools, 43, 267−282.

Martin, A. J., & Marsh, H. W. (2008a). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.

Meera, K., & Dustin, N. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72.

Midgley, C. (Ed.). (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Lawrence Erlbaum.

Mohammad, R. T., Mashhad, M. (2014). Subjective well-being and its sub-scales among students: The study of role of creativity and self-efficacy. Thinking Skills and Creativity, 12, 37–42.

Niemivirta, M. (2004). Stability and change in middle school students' school value: An application of latent growth curve modeling. In A. Efklides, G. Kiosseoglou, & Y. Theodorakis (Eds.), Qualitative and quantitative research in psychology (Vol. 2, pp. 301–314). Athens, Greece: Ellinika Grammata.

Opdenakker, M.C & Van Damme, J. (2000). Effects of schools, teaching staff and classes on achievement and wellbeing in secondary education: similarities and differences between school outcomes. School Effectiveness and School Improvement, 11, 165–196.

Parker, P. D., & Salmela-Aro, K. (2011). Developmental processes in school burnout: A comparison of major developmental models. Learning and Individual Differences, 21, 244–248.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597.

Pomerantz, E.M., Altermatt, E.R., & Saxon, J.L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94, 396–404.

Roeser, R. W., Strobel, K. R., & Quihuis, G. (2002). Studying early adolescents' academic motivation, social–emotional functioning, and engagement in learning: Variable- and person-centered approaches. Anxiety, Stress and Coping, 15, 345–368.

Rudolph, K. D., Lambert, S. F., Clark, A. G., & Kurlakowsky, K. D. (2001). Negotiating the transition to middle school: The role of self-regulatory processes. Child Development, 72, 929–946.

Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4, 99-104.

Ryff, C. D., (1989). Happiness Is Everything, Or Is It? Explorations on the Meaning of Psychological Well-being. Journal of Personality and Social Psychology, 57, 1069-1081.

Salmela-Aro, K., & Upadyaya, K. (2012). The schoolwork engagement inventory: Energy, dedication and absorption (EDA). European Journal of Psychological Assessment, 28, 60–67.

Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 25, 48–57.

Samdal, O. (1998). The school environment as a risk or resource for students’ health-related behaviors and subjective well-being. Research Centre for Health Promotion, University of Bergen, Bergen.

Spear, L. P. (2000). The adolescent brain and age related behavioral manifestations. Neuroscience and Behavioral Reviews, 24, 417-463.

Turner, J. C., Thorpe, P. K., & Meyer, D. K. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90, 758–771.

Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R.W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon, & R.M. Lerner (Eds.), Handbook of child psychology. Social, emotional, and personality development, 3. (pp. 933–1002). Hoboken, NJ: Wiley.

Woogul, L., Myung-Jin, L., & Mimi, B. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39, 86–99.

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, Stress, and Academic Success in college. Research in Higher Education, 46, 6, 678-706.