نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، موسسه آموزش عالی غیردولتی غیرانتفاعی شاندیز، مشهد، ایران

2 نویسنده مسئول، گروه روان‌شناسی، دانشگاه بیرجند، بیرجند، ایران.

3 کارشناس ارشد روان‌شناسی تربیتی، واحد اصفهان، دانشگاه پیام نور، اصفهان، ایران

4 کارشناس ارشد روان‌شناسی بالینی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران

5 کارشناس ارشد مشاوره مدرسه، پردیس شهید هاشمی نژاد، دانشگاه فرهنگیان، مشهد، ایران

6 کارشناس ارشد مشاوره، پردیس شهید بهشتی، دانشگاه فرهنگیان، مشهد، ایران

چکیده

در طی بیش از سه دهه، مقیاس رضایت از زندگی (SWLS; Diener et al., 1985) مورد استفاده قرار گرفته است. اما در این مدت تغییراتی در تفسیر رضایت از زندگی ایجاد شده است. هدف از پژوهش حاضر بررسی ویژگی های روان‌سنجی مقیاس رضایت از زندگی ریورساید (RLSS) در میان دانشجویان بود. در یک طرح اعتباریابی، 210 نفر از دانشجویان مؤسسات غیردولتی شهر مشهد، به صورت در دسترس انتخاب شدند و مقیاس رضایت از زندگی ریورساید (RLSS; Margolis et al., 1985)، مقیاس رضایت از زندگی (SWLS; Diener et al., 1985)، فرم کوتاه مقیاس بهزیستی روان‌شناختی (Reif, 1989) و مقیاس فشار روانی کسلر (Kessler et al., 2002) را تکمیل کردند. روایی محتوایی، تغییرناپذیری جنسیتی تأییدی، همگرا و واگرا و همچنین همسانی درونی و پایایی مورد بررسی قرار گرفت. شاخص CVR برای کل مقیاس برابر با 87/0 و شاخص CVI برابر با 97/0 به دست آمد. آلفای کرونباخ نیز 88/0 و ضریب دو نیمه کردن اسپیرمن براون برابر با 88/0 بود. روایی عاملی تأییدی در کل نمونه، زنان و مردان، مطلوب بود. ساختار عاملی مقیاس بر حسب جنسیت تغییرناپذیر بود. روایی همگرا و واگرا نیز مطلوب بود (01/0>P). تفاوت سنی معنادار بود و افراد جوان تر رضایت از زندگی بیشتری داشتند. اما بر اساس جنسیت، تاهل، تحصیلات و اشتغال تفاوت معناداری به دست نیامد. به نظر می رسد مقیاس رضایت از زندگی ریورساید (RLSS) از روایی و پایایی مطلوبی در دانشجویان برخوردار بوده و مقیاس مناسبی برای مطالعات آتی است.

کلیدواژه‌ها

عنوان مقاله [English]

Validation and Investigation of Gender Invariance of Riverside Life Satisfaction Scale

نویسندگان [English]

  • Farhad Tanhaye Reshvanloo 1
  • Hadi Samadieh 2
  • Marziyeh Mashayekhi 3
  • Fateme Farzane 4
  • Batool Goli 5
  • , Aliasghar Shahabifar 6

1 Ph.D. in Educational Psychology, Department of Psychology, Shandiz Institute of Higher Education, Mashhad, Iran

2 Assistant Professor, Psychology Dept., Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran

3 MSc. in Educational Psychology, Isfahan Branch, Payam-e- Noor University, Isfahan, Iran

4 MSc. in Clinical Psychology, Birjand Branch, Islamic azad University, Birjand, Iran

5 MSc. in School Counseling, Shahid Hashemi Nejad Campus, Farhangian University, Mashhad, Iran

6 MSc. in Counseling, Shahid Beheshti Campus, Farhangian University, Mashhad, Iran

چکیده [English]

The Satisfaction with Life Scale (SWLS; Diener et al., 1985) has been a standard measure for over thirty years. However, the concept of life satisfaction has evolved during this period. This study aimed to evaluate the psychometric properties of the Riverside Life Satisfaction Scale (RLSS) among university students. Utilizing a convenience sampling method within a validation design, 210 students from private institutions in Mashhad were recruited. The participants completed the RLSS (Margolis et al., 2019), SWLS (Diener et al., 1985), a short form of the Psychological Well-Being Scale (Reif, 1989), and the Kessler Psychological Distress Scale (Kessler et al., 2002). The study examined content validity, gender confirmatory invariance, as well as convergent and divergent validity, alongside internal consistency and reliability. The Content Validity Ratio (CVR) for the entire scale was 0.87, and the Content Validity Index (CVI) was 0.97. The Cronbach's alpha coefficient was 0.88, and the Spearman-Brown split-half reliability coefficient also stood at 0.88. Confirmatory factor analysis yielded positive results across the entire sample, inclusive of both genders, indicating factorial invariance by gender. Both convergent and divergent validity were confirmed (P

کلیدواژه‌ها [English]

  • Invariance
  • Life Satisfaction
  • Reliability
  • Students
  • Validity
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