پرسشنامه انگیزش ریاضی: ساختار عاملی و ویژگی‌های روان‌سنجی نسخه فارسی

نوع مقاله : پژوهشی

نویسندگان

1 استادیار، گروه روان‌شناسی، دانشگاه پیام نور، تهران، ایران.

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

چکیده

نتایج مطالعات مختلف از نقش حساس سازه انگیزش در تامین تجارب موفقیت‌آمیز یادگیرندگان در تمامی قلمروهای پیشرفت تحصیلی، حمایت کرده‌اند. بنابراین؛ این پژوهش با هدف مطالعه ساختار عاملی و ویژگی‌های روان‌سنجی نسخة فارسی پرسش‌نامه انگیزش ریاضی در نوجوانان انجام شد. در این پژوهش توصیفی از نوع پیمایشی، از جامعه آماری دختران متوسطه اول منطقه 4 آموزش و پرورش شهر تهران، تعداد 350 نوجوانان از طریق روش نمونه‌گیری دردسترس انتخاب و به پرسش‌نامه انگیزش ریاضی (فیوریلا و همکاران، 2021)، نسخه تجدیدنظرشده مقیاس ارزیابی تنیدگی (رویلی، رویسچ، جاریکا و واگن، 2005) و پرسش‌نامه سرمایه روان‌شناختی ـ نسخه نوجوان (لوتانز، آولیو، آوی و نورمن، 2007)، پاسخ دادند. نتایج تحلیل عاملی تاییدی نشان داد که نسخه فارسی پرسش‌نامه انگیزش ریاضی برای نوجوانان با ساختاری مشتمل بر چهار عامل ارزش درونی، خودتنظیمی، خودکارآمدی، ارزش سودمندی و اضطراب امتحان، از روایی عاملی خوبی برخوردار بود. علاوه بر این، نتایج مربوط به همبستگی بین ابعاد انگیزش ریاضی برای نوجوانان با ارزیابی‌های شناختی آنها از تجارب شکست در بافتار پاسخ به مطالبات درس ریاضی و همچنین با سرمایه روان‌شناختی یادگیرندگان در موقعیت‌های پیشرفت تحصیلی، از روایی ملاکی نسخه فارسی پرسش‌نامه مزبور، حمایت کرد. در مجموع، نتایج این پژوهش ضمن تاکید بر اتقان نظری بنان مفهومی زیربنایی پرسش‌نامه انگیزش ریاضی، از یک سوی، با تکرار ساختار عاملی این ابزار سنجش، از کارکرد فرابافتاری سازه‌های انگیزشی و از دیگر سوی، از ضرورت فهم بافتاری سازه‌های انگیزشی بر اساس مطالبه‌گری‌های اختصاصی دروس مختلف، حمایت کرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Mathematics Motivation Questionnaire (MMQ):Factor structure and psychometric properties of the Farsi version

نویسندگان [English]

  • Shokoufeh Mousavi 1
  • Ali Khodaei 1
  • Omid Shokri 2
1 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran.
2 Assistant Professor, Department of Psychology, Shahid Beheshti University, Tehran, Iran
چکیده [English]

The results of various studies have supported the critical role of the motivation construct in providing students with successful experiences in all areas of academic achievement. Therefore, this research conducted to study the factor structure and psychometric properties of the Persian version of the Mathematics Motivation Questionnaire in adolescents. In this descriptive survey research, 350 adolescents selected from the statistical population of first-secondary girls in the fourth educational district of Tehran using the available sampling method and responded to the Mathematics Motivation Questionnaire (Fiorilla et al., 2021), the revised version of the Stress Measure Scale (Royley, Roysch, Jarica, & Wagen, 2005) and Psychological Capital Questionnaire - Adolescent Version (Luthans, Auliou, Avi, & Norman, 2007). The results of the confirmatory factor analysis showed that the MMQ had good factorial validity with a five-factor structure consisting of intrinsic value, self-regulation, self-efficacy, utility value and test anxiety. In addition, the results related to the correlation between the dimensions of students’ Mathematics Motivation with their cognitive appraisals of failure experiences in the context of responding to the demands of mathematics lessons, and the the psychological capital of learners in situations of academic achievement, supported the validity of the MMQ. In sum, these results, while emphasizing the theoretical soundness of the conceptual underlying of the Mathematics Motivation Questionnaire, on the one hand, by repeating the factor structure of this assessment tool, it supported the context-independent function of motivational constructs and on the other hand, the necessity of understanding the context of motivational constructs based on the specific demands of different subjects.

کلیدواژه‌ها [English]

  • Mathematics anxiety
  • mathematics motivation
  • factorial validity

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