با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 استادیار گروه روان شناسی تربیتی ، دانشکده علوم تربیتی و روان شناسی، دانشگاه الزهرا، تهران، ایران

2 کارشناسی ارشد روان شناسی تربیتی، دانشگاه الزهرا

3 دانشیار گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران

چکیده

این پژوهش با هدف بررسی ویژگی‌های روان‌سنجی مقیاس درگیری تحصیلی فرد-موقعیت تدوین‌شده برای دانشجویان توسط آلونسو-تاپیا، مرینو-تجدور و هورتاس (2022)، انجام شد. در این مقیاس چهار مولفه شناختی، رفتاری، هیجانی و عاملیت در پنج موقعیت تحصیلی برای دانشجویان ارزیابی شد. جامعه آماری کلیه دانشجویان کارشناسی ورودی سال‌های 1398 تا 1401 دانشکده علوم تربیتی و روان‌شناسی دانشگاه الزهرا بودند؛ که پس از درخواست همکاری از همه آن‌ها، 362 دانشجو در پژوهش شرکت کردند. برای گرداوری داده‌ها از سه مقیاس درگیری تحصیلی فرد-موقعیت برای دانشجویان آلونسو-تاپیا، مرینو-تجدور و هورتاس (2022)، مقیاس درگیری تحصیلی ریو (2013) و مقیاس اهمال‌کاری تاکمن (1991) استفاده شد. پس از گردآوری داده‌ها، سه مدل تحلیل عاملی تاییدی شامل مدل تک عاملی، مدل مرتبه دوم و مدل سلسه مراتبی چند صفتی ارزیابی شد و مدل چند صفتی در مقایسه با سایر مدل‌ها، دارای برازش بهتری بود. به عبارت دیگر، مدل درگیری تحصیلی و مولفه‌هایش تحت تاثیر موقعیت‌های یادگیری خاصی که دانشجویان با آن مواجه می‌شوند، برازش بهتری با داده‌های دانشجویان داشت. در بررسی روایی همگرا و واگرا، مقیاس درگیری تحصیلی (ریو، 2013) همبستگی مثبت و معنادار و مقیاس اهمال‌کاری (تاکمن، 1991) همبستگی منفی و معنادار با مقیاس درگیری تحصیلی فرد-موقعیت برای دانشجویان داشت. ضریب پایایی با استفاده از آلفای کرونباخ و امگا مک‌دونالد به ترتیب 871/0 و 875/0 به دست آمد. در مجموع، مدل‌درگیری ‌تحصیلی و مولفه‌هایش تحت تاثیر موقعیت‌های یادگیری خاصی که دانشجویان با آن مواجه می‌شوند، برازش بهتری با داده‌های دانشجویان داشت

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Psychometric Characteristics of Students' Academic Engagement Scale

نویسندگان [English]

  • Maryam Mohsenpour 1
  • Hora Almousavi 2
  • Molok Khademi Ashkaziri 3

1 Assistant Prof., Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

2 master of educational psychology, Alzahra University

3 Associate Prof., Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

چکیده [English]

This research conducted to investigate the psychometric properties of the Person‑Situation Academic Engagement Questionnaire for Adults (PSAE-QA) (Alonso‑Tapia, Merino‑Tejedor & Huertas, 2022). This scale evaluates four components: cognitive, behavioral, emotional and agency, across five educational situations. The population consisted of all undergraduate students admitted to the Department of Education and Psychology of Alzahra University from the academic years 2019 to 2022. Upon requesting to cooperate, 362 students participated in the research. To collect data, the PSAE-QA used as main scale, along with Reev’s Academic Engagement Scale (2013), and Tuckman’s Procrastination Scale (1991). After collecting the data, three alternative theoretical models consist of a mono-factor model, a second-order factor model and a hierarchical model conducted to test whether the meta-construct engagement was sufficient to explain the data variance. The hierarchical model had a better Goodness-of-fit statistics. Furthermore, after examining convergent and divergent validity, the academic engagement scale (Reev, 2013) had a positive and significant correlation and the procrastination scale (Tuckman, 1991) had a negative and significant correlation. The reliability coefficient, calculated using Cronbach's α and McDonald's ω, were 0.871 and 0.875 respectively. According to the results, the PSAE-QA can considered suitable for studying the academic engagement of Iranian students

کلیدواژه‌ها [English]

  • Confirmatory Factor Analysis
  • Academic Engagement
  • Psychometric Properties
  • Higher Education
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