ساختار عاملی پرسشنامه موفقیت تحصیلی دانش آموزان دبیرستانی شهر اصفهان

نوع مقاله: مقاله پژوهشی

نویسندگان

دانشگاه اصفهان

چکیده

چکیده
هدف: پژوهش حاضر با هدف بررسی ساختار عاملی پرسشنامه موفقیت تحصیلی (صالحی، 1393) و با استفاده از رویکرد تحلیل عاملی تاییدی انجام شد. روش: روش این پژوهش از نوع توصیفی بود. جامعه آماری پژوهش کلیه دانش آموزان دبیرستانی شهر اصفهان در سال تحصیلی 94-1393 که حدود 158304 نفر بودند. نمونه‌ی تحقیق شامل 400 نفر از دانش آموزان که با روش نمونه گیری خوشه ای چند مرحله ای انتخاب شدند. به منظور بررسی ساختار عاملی از نرم افزار 20AMOS استفاده گردید. یافته‌ها: نتایج تحلیل عاملی تاییدی نشان داد که چهار عامل معدل، نظر دانش آموز، والد و معلم در تعریف موفقیت تحصیلی عینی دارای وزن معنادار و سه زیر مقیاس رضایتمندی تحصیلی، احساس موفقیت تحصیلی و پایستگی تحصیلی در مورد تعریف موفقیت تحصیلی ذهنی دارای وزن معنادار هستند. در نهایت مدل ارائه شده نشان داد که دو آیتم پنهان موفقیت تحصیلی ذهنی و موفقیت تحصیلی عینی در تعریف موفقیت تحصیلی دارای وزن معنادار و قدرتمندی هستند. نتیجه گیری: با توجه به یافته‌های این پژوهش می توان گفت در نظر گرفتن تنها یک ملاک واحد یعنی معدل، برای ارزیابی پیشرفت و موفقیت تحصیلی دانش آموزان همراه با خطا بوده و بهتر است برای سنجش میزان موفقیت تحصیلی دانش آموزان در مدارس، از پرسشنامه موفقیت تحصیلی (صالحی، 1393) استفاده شود.

کلیدواژه‌ها


عنوان مقاله [English]

Factor structure of high school students’ academic success questionnaire of the Isfahan

نویسندگان [English]

  • marjan ghavami
  • Mohammadreza Abedi
  • Prisa Nilfrooshan
university esfahan
چکیده [English]

Abstract
Purpose: The purpose of the research is to investigate the factor structure of academic success questionnaire (Salehi, 2014) by confirmatory factor analysis approach. Method: The research method is descriptive. The study population of the research includes all the high school students in Isfahan 2014-15 academic year, that were about 158304 students. The research sample includes 400 male and female students in the academic, who were selected by multi-staged cluster sampling. In order to investigate the factor structure, AMOS 20 software was used. Findings: The results from confirmatory factor analysis show that the four factors of average, students’ views, parents and teachers in defining objective academic success are significant and the three subscales of academic satisfaction, a sense of academic success and academic conservation in defining subjective academic success are significant. Finally, the presented model shows that two hidden items of objective academic success and subjective academic success in defining academic success are significant and powerful. Conclusion: Regarding the findings of the research, it is an error to consider only one criterion, namely the average, to evaluate the progress and academic success of students and it is recommended to use the academic success questionnaire (Salehi, 2014) to evaluate the level of academic success of students at schools.

کلیدواژه‌ها [English]

  • Academic success
  • Confirmatory Factor Analysis
  • High School Students
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