اعتباریابی و ویژگی‌های روان‌سنجی نسخه فارسی مقیاس بالندگی در معلمان

نوع مقاله : پژوهشی

نویسندگان

1 کارشناسی ارشد. کارشناس علوم تربیتی. آموزش و پرورش. کردستان. ایران

2 کارشناسی ارشد. کارشناس علوم تربیتی. آموزش و پرورش. همدان. ایران

3 دانشیار، گروه روان‌شناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

چکیده

این پژوهش با هدف بررسی ساختار عاملی و مشخصه‌های روان‌سنجی نسخة فارسی مقیاس بالندگی در معلمان انجام شد. در این پژوهش پیمایشی توصیفی، 303 معلم دورة دوم متوسطه (150 دختر و 153 پسر) از مدارس دولتی منطقة 20 شهر تهران با استفاده از روش نمونه‌گیری دردسترس انتخاب و به مقیاس بالندگی (واینر و همکاران، 2010)، سیاهه هیجان معلم (چن، 2016)، پرسش‌نامة سرمایة روان‌شناختی (لوتانز و همکاران، 2007) و مقیاس بهزیستی عاطفی وابسته به شغل (وتکاتویک و همکاران، 2000) پاسخ دادند. نتایج روش آماری تحلیل عاملی تاییدی از ساختار تک‌عاملی مقیاس بالندگی در معلمان، به طور تجربی حمایت کرد. همچنین، همبستگی بین مقیاس بالندگی با هیجانات مثبت و منفی، زیرمقیاس‌های عاطفة مثبت و منفی مربوط به بهزیستی شغلی و سرمایة روان‌شناختی معلمان، از روایی ملاکی مقیاس مزبور حمایت کرد. ضریب همسانی درونی مقیاس بالندگی با استفاده از روش آلفای کرونباخ برابر با 92/0 به دست آمد. در مجموع، نتایج این پژوهش با تکرار ساختار تک‌عاملی مقیاس بالندگی در معلمان ایرانی، ضمن دفاع از اتقان دیدگاه نظری زیربنایی آن، شواهدی قانع کننده در حمایت از مقبولیتِ مشخصه‌های فنی روایی و پایایی نسخة فارسی مقیاس مزبور فراهم آورد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Validation and Psychometric Properties of the Persian Version of the Flourishing Scale in Teachers

نویسندگان [English]

  • Siran Amini 1
  • Fa’ezeh Zaki Pour 2
  • Ali khodaei 3
1 M.A. Department of Educational Sciences, Ministry of Education, Kurdistan, Iran.
2 M.A. Department of Physical Education, Ministry of Education, Hamedan, Iran.
3 Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran.
چکیده [English]

This study aimed to investigate the factor structure and psychometric properties of the Persian version of the Flourishing Scale in teachers. In this descriptive survey study, 303 second-year secondary school teachers (150 girls and 153 boys) from public schools in District 20 of Tehran selected using convenience sampling method and responded to the Flourishing Scale (Weiner et al., 2010), Teacher Emotion Inventory (Chen, 2016), Psychological Capital Questionnaire (Luthans et al., 2007), and Job-related Affective Well-Being Scale (Van Katwyk et al., 2000). The results of the confirmatory factor analysis statistical method empirically supported the single-factor structure of the flourishing scale in teachers. Also, the correlation between the flourishing scale and positive and negative emotions, the positive and negative affective subscales related to occupational well-being, and teachers' psychological capital supported the criterion validity of the scale. The internal consistency coefficient of the flourishing scale was obtained using Cronbach's alpha method and was equal to 0.92. Overall, the results of this study, by replicating the single-factor structure of the flourishing scale in Iranian teachers, while defending the validity of its underlying theoretical perspective, provided convincing evidence in support of the acceptability of the technical, validity, and reliability characteristics of the Persian version of the scale.

کلیدواژه‌ها [English]

  • Validation
  • Flourishing Scale
  • Teachers
  • Psychometric Properties

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