ساخت، رواسازی و اعتباریابی پرسش‌نامه رفتار خودشکن تحصیلی در نوجوانان

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 6، دوره 13، شماره 47، اردیبهشت 1401، صفحه 81-100   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jpmm.2022.28755.3467

نویسندگان

بهاره اژدربین¹؛ خدیجه ابوالمعالی الحسینی^{* 2}؛ رضا قربان جهرمی³؛ فریبرز درتاج⁴

¹دانشجوی دکتری روان‌شناسی تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

²دانشیار گروه روان‌شناسی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران.

³استادیارگروه روان‌شناسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

⁴استاد تمام گروه روان‌شناسی تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

تاریخ دریافت: 29 مرداد 1400،  تاریخ بازنگری: 09 آذر 1400،  تاریخ پذیرش: 22 تیر 1401 

چکیده

مقدمه و هدف: رفتارهای خودشکن، اعمالی هستند که آگاهانه و از روی عمد انجام می‌شوند و با وجود پیامدهای مثبت، در نهایت منجربه شکست می‌شوند. این پژوهش با هدف ساخت، رواسازی و اعتباریابی پرسش‌نامه رفتارخودشکن تحصیلی انجام شد.
مواد و روش‌ها: این مطالعه توصیفی از نوع پیمایشی بود. جامعه آماری، شامل دانش‌آموزان دوره دوم متوسطه شهر تهران در سال تحصیلی ۱۴۰۰-۱۳۹۹ بود و نمونه پژوهش ۱۲۶۵نفر (۵۴۸ پسر و ۷۱۷ دختر) به روش نمونه‌‌گیری تصادفی خوشه‌ای انتخاب شدند. در ساخت پرسش‌نامه از مطالعات پیشین رفتار خودشکن تحصیلی، پرسش‌نامه رفتار خودشکن کانینگهام (54) و بررسی مؤلفه‌های آن بر اساس ادبیات نظری استفاده شد. برای بررسی روایی سازه، داده‌های به دست آمده به دو گروه (۶۳۳ و۶۳۲ نفر) تقسیم شد.داده‌های گروه اول برای تحلیل عامل اکتشافی و داده‌های گروه دوم برای تحلیل عامل تأییدی به کار گرفته شد.
یافته‌ها: نتایج تحلیل عاملی اکتشافی نشان داد ۳۵ گویه بر ۳ عامل شامل«اهمال‌کاری/خود ناتوان‌‌سازی»، «ناتوانی در جهت‌گیری هدف/عملکردی» و«ارزیابی نادرست از خود» بارگذاری شدند که در مجموع توانستند ۳۸/۰ درصد از واریانس آزمون را تبیین کنند. پس از تلفیق گویه­ها تحلیل عاملی تأییدی نشان از برازش خوب مدل با داده‌ها داشت.هم‌چنین، همسانی درونی کل پرسش‌نامه معادل ۸۵/۰ بود.
بحث و نتیجه‌گیری:این پرسش‌نامه برای بررسی رفتار خودشکن تحصیلی ساخته شده است و نتایج بدست آمده از این پژوهش نشان داد که پرسش‌نامهیاد شده از روایی و پایایی مطلوب بر‌خوردار و برای سنجش رفتارخودشکن تحصیلی در کنار ابزارهای تشخیصی دیگر مناسب است.

کلیدواژه‌ها

رفتارخودشکن تحصیلی؛ تحلیل عاملی؛ پایایی؛ روایی

عنوان مقاله [English]

Construction, Validity and Reliability of Academic Self-defeating Behaviour Questionnaire in Adolescents

نویسندگان [English]

Bahareh Ajdarbin¹؛ Khadijeh Abolmaali alhoseeni²؛ Reza Ghorban Jahromi³؛ Fariborz Doortaj⁴

¹Ph.D. Student of Department of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.

²Associate professor, Department of Psychology, Tehran North Branch, Islamic Azad University,Tehran, Iran.

³Assistant Professor, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.

⁴Professor, Department of Educational Psychology, AllamehTabatabai University, Tehran, Iran.

چکیده [English]

Introduction and Objectives: Conscious and deliberate behaviours that despite of positive consequences finally led to failure are called self-defeating behaviours. The major aim of the current research was “Construction, Reliability and Validity of Academic Self-defeating Behaviour Questionnaire in Adolescents”.
Materials and Methods: In this descriptive survey study the statistical population included the secondary school students in Tehran in the academic year 2020-2021. The research sample included a total of 1265 person (548 boys and 717 girls) that selected by cluster random sampling methods. To develop the questionnaire, we reviewed previous studies of Academic Self-defeating Behaviour, Cunningham Self-defeating Behavior Questionnaire (54) and investigating components based on theoretical literature.To evaluate the construct validity, data were divided into two groups (633 and 632 people). The first half data were used for exploratory factor analysis and the second half data were used for confirmatory factor analysis.
Results: The results of exploratory factor analysis showed that 35 items have high loading on 3 factors, included "procrastination/self-handicapping, ""inability to goal orientation/performance, " and "inaccurate self-assessment, " which together explained 0/38 of the total variance of questionnaire. After combining the items, confirmatory factor analysis showed that the model has a good fit with the data.Too the internal consistency of the total questionnaire was obtained 0.85.
Discussion and Conclusion:The present questionnaire was developed to investigate academic self-defeating behaviour and our findings revealed that the mentioned questionnaire met desirable validity and reliability, so that it can be used along with other diagnostic tools to assess academic self-defeating behaviour.

کلیدواژه‌ها [English]

Academic Self-defeating Behaviour, Factor analysis, Reliability, Validity

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