نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری رشته روان‏شناسی تربیتی، دانشگاه لرستان، خرم‏آباد، ایران

2 استاد گروه روان‏شناسی، دانشگاه لرستان، خرم‏آباد، ایران.

3 استادیار گروه روان‏شناسی، دانشگاه لرستان، خرم ‏آباد، ایران.

چکیده

مداومت تحصیلی بیانگر استمرار و تعهد رفتاری به آموزش و یادگیری است که وجود چنین ابزاری در داخل کشور موردنیاز بود. پژوهش حاضر با هدف بررسی ویژگی‏های روان‏سنجی مقیاس مداومت تحصیلی انجام گرفت. این پژوهش از نوع پژوهش‏های توصیفی است که با هدف کاربردی به بررسی ویژگی‏های روان‏سنجی می‏پردازد. جامعه آماری پژوهش تمامی دانش‏آموزان دوره متوسطه اول شهرستان قم بودند که در سال تحصیلی 1401-1400 به تحصیل اشتغال داشتند. تعداد 355 دانش‏آموز به روش تصادفی خوشه‏ای چندمرحله‏ای وارد نمونه شدند و مقیاس مداومت تحصیلی طالیب و همکاران (2018) را تکمیل نمودند. داده‏ها پس از جمع‏آوری با استفاده از نرم‏افزارهای آماری SPSS22 و AMOS22 و از روش‏های تحلیل عاملی اکتشافی و تحلیل پایایی موردبررسی قرار گرفتند. نتایج نشان داد، عامل استخراج‌شده 93/79 درصد متغیر مداومت تحصیلی را تبیین می‏کند. همچنین، پایایی ابزار به روش ضریب آلفای کرونباخ برابر با 994/0 و به روش دونیمه کردن برای نیمه اول برابر با 989/0 و برای نیمه دوم برابر با 988/0 بود. با توجه به نتایج تحلیل عاملی اکتشافی و تحلیل پایایی، به نظر نسخه فارسی مقیاس مداومت تحصیلی، ابزاری کارآمد محسوب می‏شود.

کلیدواژه‌ها

عنوان مقاله [English]

Examining the Psychometric Properties of the Academic Persistence Scale

نویسندگان [English]

  • Majid Soleymani 1
  • Ezatollah Ghadampour 2
  • Mohamad Abasi 3

1 Ph.D. Student in Educational Psychology, Lorestan University, Khorramabad, Iran

2 Professor, Department of Psychology, Lorestan University, Khorramabad, Iran

3 Assistant Professor, Department of Psychology, Lorestan University, Khorramabad, Iran

چکیده [English]

This research was descriptive in nature, aiming to explore the psychometric characteristics of a practical aspect. The statistical sample comprised all students attending the First Secondary School in Qom City during the academic year 1400-1401. A sample of 355 students from the First Secondary School in Qom City were recruited using a multi-stage cluster random sampling method. The Academic Persistence Scale (APS) by Talib et al. (2018) was administered to them. The data were subsequently analyzed using SPSS22 and AMOS22 statistical software and subjected to exploratory factor analysis and reliability analysis. The results demonstrated that the extracted factor accounted for 79.93% of the variability in the academic persistence variable. The reliability of the tool was determined to be 0.994 using Cronbach's Alpha coefficient, with 0.989 for the first half and 0.988 for the second half using the two-halves method. The Persian version of the Academic persistence Scale (APS) was found to be an effective tool for assessment, as indicated by the outcomes of the exploratory factor analysis and reliability analysis.

کلیدواژه‌ها [English]

  • Academic Persistence Scale (APS)
  • Reliability
  • Validity
برک، لورا. (2007). روان‏شناسی رشد (جلد دوم). ترجمه یحیی سید محمدی، 1390. تهران: ارسباران.
جمشیدی سلوکلو، بهنام و شیخ‌الاسلامی، راضیه. (1397). بررسی ویژگی‏های روان‏سنجی مقیاس پایداری تحصیلی بر اساس نظریه‏های کلاسیک و سؤال-پاسخ. مطالعات اندازه‏گیری و ارزشیابی آموزشی، 8(22)، 7-27.
حجازی، الهه، امانی، حبیب و یزدانی، محمدجواد. (1390). ارزیابی ویژگی‏های روان‏سنجی پرسشنامه منزلت‏های هویت تحصیلی در دانش‏آموزان ایرانی. روش‏ها و مدل‏های روان‏شناختی، 2(5)، 15-1.
 
Alipour, F., Kazemi, M., Abdorahimi Noshad, L., Dehrouyeh, S. & bodaghi, E. (2020). A Study of Factor Structure, Reliability and Validity of the Persistence Scale. Rooyesh, 9(4),103-110. [In Persian]
Astin, A. W. (1985). Involvement the Cornerstone of Excellence. Change: The Magazine of Higher Learning. 17 (4), 35-39.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Barani, H., Rahpeima, S., & Khormaee, F. (2019). The Relationship Between Academic Hope and Academic Avoidance: The Mediating Role of Academic Self-Regulation. Developmental Psychology: Iranian Psychologist. 15 (59), 323-335. [In Persian]
Berk, Laura. (2007). Developmental psychology (Volume II). Translated by Yahya Seyed Mohammadi, 2011. Tehran: Arasbaran Publishing. [In Persian]
Buechel, B., Mechtenberg, L., & Petersen, J. (2018). If I can do it, so can you! Peer effects on perseverance. Journal of Economic Behavior & Organization, 155, 301 -314.
Burrus, J., Elliott, D., Brenneman, M., Markle, R., Carney, L., Moore, G., Betancourt, A., Jackson, T., Robbins, S., Kyllonen, P. & Roberts, R. D. (2013). Putting and keeping students on track: Toward a comprehensive model of persistence and goal attainment. Princeton, NJ: Educational Testing Service.
Constantin, T., Holman, A., & Hojbotă, M. A. (2011). Development and validation of a motivational persistence scale. Psihologija. 45 (2), 99-120.‏
Davidson, W. B., Beck, H. P., & Milligan, M. (2009). The college persistence questionnaire: Development and validation of an instrument that predicts student attrition. Journal of College Student Development, 50(4), 373-390.‏
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit perseverance and passion for long-term goals. Journal of Personality and Social Psychology. 92(6), 1087-1101.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology. 53, 109-132. http://dx.doi.org/10.1146/annurev.psych.53.100901.135153
Gao, Z., & Xiang, P. (2008). College students‟ motivation toward weight training: an application of expectancy-value model. Journal of Teaching in Physical Education. 27, 399-415. http://dx.doi.org/10.1123/jtpe.27.3.399
Hejazi, E., Amani, H., & Yazdani, M. (2011). Evaluation of Psychometric Properties of Academic Identity Status Measure in Iranian Students. Psychological Methods and Models2(5), 1-15. [In Persian]
Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational research methods, 1(1), 104-121.‏
Howard, M. C., & Crayne, M. P. (2019). Persistence: Defining the multidimensional construct and creating a measure. Personality and Individual Differences, 139, 77 -89.
Jamshidi, B., & Sheikholeslami, R. (2018). Examining the Psychometric Properties of Academic Stability Scale based on Classic and Item-Response Theories. Educational Measurement and Evaluation Studies8(22), 7-27. [In Persian]
Kamtsios, S & Karagiannopoulou, E. (2016). Validation of a newly developed instrument establishing links between motivation and academic hardiness. Europe’s Journal of Psychology, 12(1), 29–48.
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: a review of the literature. Commissioned report for the National Symposium on Postsecondary Student Success: Spearheading a dialog on student success. Washington, DC: National Postsecondary Education Cooperative.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46, 53–83.
Metz, G. W. (2004). Challenge and changes to Tinto's persistence theory: A historical review. Journal of College Student Retention: Research, Theory & Practice, 6(2), 191-207.‏ ‏
National Center for Education Statistics (2005). College persistence on the rise? Changes in 5-year degree completion and postsecondary persistence rates between 1994 and 2000 (NCES Statistical Analysis Report 2005-156). Washington, DC, U.S. Department of
Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning. Psychologica Belgica, 4(1-2), 95-117. https://doi.org/10.5334/pb-47-1-95
Organisation de Coopération et de Développement économiques (OCDE). (2013) Regards sur l’éducation 2013: les indicateurs de l’éducation. Paris: OCDE, 452 p.
Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification (Vol. 1). Oxford University Press.‏
Roland, N., De Clercq, M., Dupont, S., Parmentier, P., & Frenay, M. (2015). Towards a better understanding of persistence and academic success: Critical analysis of these concepts adapted to the francophone Belgian context. Revue Internationale de Pe´dagogie de l’Enseignement Supe´rieur, 31 (3), 1–16.
Saleh ardestani, S. (2018). Explaining Academic Hope based on Parental Support and Perception of the Classroom Environment: the mediating role of Self-Perception and Achievement Goals. Ph.D. Thesis. Shiraz university. Faculty of Educational Sciences and Psychology, Department of Educational Psychology. [In Persian]
Schmitz, J., Frenay, M., Neuville, S., Boudrenghien, G., Wertz, V., Noël, B., & Eccles, J. (2010). Etude de trois facteurs clés pour comprendre la persévérance à l'université. Revue française de pédagogie, 172, 43-61. https://doi.org/10.4000/rfp.2217
Thalib, T., Hanafi, S. P., Aufar, F., Irbah, S., & Eduardus, J. S. (2018). The academic persistence scale. Proceeding International Seminar on Education (Vol. 2).‏ Patimura university, ambon, malaku, Indonesia.
Thérèse, B., & Ayşe, D. (2010). Perseverance of male students in early childhood educator training. Procedia - Social and Behavioral Sciences, 2(2), 3206 -3218.
Tinto, V. (1975). Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125. http://dx.doi.org/10.3102/00346543045001089
Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition (2nd ed.): University of Chicago Press.
Tinto, V. (2006). Research and practice of student retention: what next? Journal of College Student Retention, 8(1), 1-19. http://dx.doi.org/10.2190/4YNU-4TMB-22DJ-AN4W