نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه تهران، تهران، ایران

2 استادیار گروه روان‌شناسی تربیتی و مشاوره، دانشگاه تهران، تهران، ایران

چکیده

هدف پژوهش حاضر رواسازی مقیاس درگیری در بحث کلاسی در دانشجویان دانشگاه تهران بود. مقیاس درگیری در بحث کلاسی، بحث را در قالب یک پرسش و پاسخ گروهی مفهوم‌سازی می‌کند که مستلزم ادراک از جو کلی یک کلاس و مشارکت افرادی است که درگیری دیگران را ارتقا می‌بخشند. این مقیاس، رفتار و تجارب افراد کلاس را در قالب چهار بعد اندازه‌گیری مهارت‌ها، اعتماد به خود، گشودگی در بحث و ادراک از جو کلی کلاس، اندازه‌گیری می‌کند. شرکت‌کنندگان 403 نفر از دانشجویان دانشگاه تهران در مقاطع مختلف بودند که با روش نمونه‌گیری تصادفی انتخاب شدند. شرکت‌کنندگان به پرسشنامه‌های درگیری در بحث کلاسی، درگیری تحصیلی، خودکارآمدی عمومی (GSES) و محیط یادگیری کلاس (CLC) که به‌صورت آنلاین در اختیار آن‌ها قرار گرفت، پاسخ دادند. داده‌ها در چند گام شامل تحلیل گویه، تحلیل عاملی اکتشافی، تحلیل عاملی تأییدی، محاسبه روایی همگرا، واگرا و پایایی موردبررسی قرار گرفت. نتایج تحلیل گویه نشان داد تمام گویه‌ها کفایت لازم را ازنظر ملاک‌های توصیفی در نظر گرفته شده دارند. در تحلیل عاملی اکتشافی، حذف دو گویه و تحلیل مجدد بر روی گویه‌های باقیمانده منجر به شناسایی چهار عامل شد. تحلیل عاملی تأییدی نیز ساختار عاملی شناسایی‌شده در تحلیل عاملی اکتشافی را تأیید کرد. شواهد نشان داد مقیاس درگیری در بحث کلاسی از روایی همگرا، واگرا و پایایی مناسبی برخوردار است.

کلیدواژه‌ها

عنوان مقاله [English]

Psychometric Properties of the Student Discussion Engagement Scale

نویسندگان [English]

  • Seyedeh Khadijeh Amirian 1
  • Mansoure Hajhosseini 2
  • Mina Nezami 1
  • Simin Ebrahimi 1

1 Ph.D. Student in Educational Psychology, University of Tehran, Tehran, Iran

2 Assistant Professor, Department of Educational Psychology & Counseling, University of Tehran, Tehran, Iran

چکیده [English]

The aim of this study was to validate the student discussion engagement scale among students of the University of Tehran. The student discussion engagement scale, conceptualizes discussion in the form of a group question and answer that requires an understanding of the overall atmosphere of a class and the participation of individuals who enhance/facilitate/boost the engagement of others. The scale assesses students' behavior and experiences in the classroom in four areas, namely their skills, self-confidence, openness to discussion, and perception of the overall atmosphere. The study included 403 students of the University of Tehran from different study areas and stages, who were selected through random sampling. The students were asked to fill out a survey online, which included questions about discussion engagement, academic engagement, general self-efficacy (GSES), and the classroom learning environment (CLC). The data were examined in several steps, including item analysis, exploratory factor analysis, confirmatory factor analysis, convergent validity, divergent validity, and reliability. This was done in order to ensure that the analysis produces accurate and reliable results. The item analysis revealed that all items were adequate in terms of the descriptive criteria. The exploratory factor analysis identified four factors after removing two items. This suggests that there are four underlying factors influencing the students' engagement in classroom discussions. The confirmatory factor analysis also supported the factor structure identified in the exploratory factor analysis. This suggests that the Student Discussion Engagement (SDE) scale has convergent validity, divergent validity, and good reliability. This means that the scale can reliably and accurately measure students' engagement in classroom discussions.

کلیدواژه‌ها [English]

  • class discussion engagement
  • validation
  • item analysis
  • exploratory factor analysis
  • confirmatory factor analysis
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