فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی

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اعتبارسنجی نسخة فارسی پرسش‌نامة حمایت تحصیلی ادراک‌شده برای نوجوانان

نوع مقاله : پژوهشی

نویسندگان

1 کارشناسی ارشد، روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

2 استادیار، گروه روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

3 دانشجوی دکترا، روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

چکیده

پیشتر تاثیر حمایت تحصیلی بر تحولِ فردی و تحصیلی یادگیرندگان نشان داده شده است. بر این اساس، این پژوهش با هدف اعتباریابی نسخه فارسی پرسش‌نامة حمایت تحصیلی ادراک‌شده برای نوجوانان انجام شد. 400 نوجوان (200 دختر و 200 پسر) که با روش نمونه‌گیری در دسترس انتخاب شدند به پرسش‌نامه حمایت تحصیلی ادارک‌شده (رییز و همکاران، 2022)، علاقه تحصیلی برای نوجوانان (لیو و همکاران، 2019)، نسخه کوتاه مقیاس نظم‌بخشی انگیزشی (کیم و همکاران، 2018) و پایستگی انگیزشی (کنستانتین و همکاران، 2012) پاسخ دادند. نتایج تحلیل عاملی تاییدی نشان داد که پرسش‌نامة حمایت تحصیلی برای نوجوانان با ساختاری مشتمل بر سه عامل حمایت والدین، حمایت معلمان و حمایت همسالان، از روایی عاملی خوبی برخوردار بود. نتایج تحلیل عاملی تاییدی چندگروهی نیز، تغییرناپذیری بین‌گروهی ساختار عاملی، بارهای عاملی، مقادیر خطا و واریانس‌ها و کواریانس‌های بین‌عاملی پرسش‌نامة حمایت تحصیلی را برای نوجوانان دختر و پسر نشان داد. علاوه بر این، نتایج مربوط به همبستگی بین ابعاد حمایت تحصیلی برای نوجوانان با نظم‌بخشی انگیزشی، پایستگی انگیزشی و علاقه تحصیلی، از روایی ملاکی نسخه فارسی پرسش‌نامه مزبور، حمایت کرد. مقادیر ضرایب همسانی درونی عامل‌های حمایت والدین، حمایت معلمان و حمایت همسالان، به ترتیب برابر با 90/0، 83/0 و 83/0 به دست آمد. نتایج اعتبارسنجی نسخة فارسی پرسش‌نامة حمایت تحصیلی برای نوجوانان نشان داد که این مقیاس از روایی و پایایی مناسبی برخوردار است و در مطالعات بعدی می‌توان از آن استفاده کرد

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Validation of the Persian Version of Perceived Academic Support Questionnaire for Adolescents

نویسندگان [English]

  • Zahra Maleki 1
  • Omid Shokri 2
  • Fatemeh Almasi 3

1 M.Sc. Educational Psychology, Shahid Beheshti University, Tehran, Iran.

2 Assistant Professor, Department of Educational Psychology, Shahid Beheshti University, Tehran, Iran

3 Ph.D Student in Educational Psychology, Shahid Beheshti University, Tehran, Iran

چکیده [English]

The influence of academic support on students’ academic and personal development has been previously demonstrated. Therefore, this research conducted with the aim of validating the Persian version of the Perceived Academic Support Questionnaire (PASQ) for adolescents. Four hundred adolescents (200 girls and 200 boys), selected using a convenience sampling method, responded to the Perceived Academic Support Questionnaire (Reyes & et al., 2022), the Academic Interest Scale for adolescents (Luo & et al., 2019), the Brief Regulation of Motivation Scale (Kim & et al., 2018) and the Motivational Persistence Scale (Constantin & et al., 2012). The results of the confirmatory factor analysis showed that the PASQ had good factorial validity with a three-factor structure consisting of academic support from teachers, family, and peers. In addition, the results related to the correlation between the dimensions of academic support with motivational regulation, motivational persistence and academic interest supported the criterion validity of the Persian version of the PASQ. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the PASQ across male and female adolescents. Internal consistency for the academic support from family, teachers and peers subscales was 0/90, 0/83 & 0/83, respectively. The validation results of the Persian version of the academic support questionnaire for adolescents showed that this scale has good validity and reliability and can used in future studies

کلیدواژه‌ها [English]

  • Perceived Academic Support Questionnaire
  • Multi-Group Confirmatory Factor Analysis
  • Psychometric Properties
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فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی
دوره 12، شماره 1 - شماره پیاپی 45
شهریور 1403
صفحه 69-80
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