ویژگی‌های روان‌سنجی مقیاس هیجان کلاسی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان شناسی، سمنان، ایران

2 دانشیار دانشکده علوم تربیتی و روانشناسی سمنان

3 مدیر گروه روانشناسی تربیتی دانشگاه سمنان

4 دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان

چکیده

هدف پژوهش حاضر رواسازی مقیاس هیجان کلاسی در دانش‌آموزان متوسطه دوم شهر قم بود.شرکت‌کنندگان 342 نفر از دانش‌آموزان پایه‌های دوم و سوم دوره دوم متوسطه نظری بودند که به روش تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. همه آن‌ها مقیاس هیجان کلاسی تیتث‌ورث و همکاران و پرسشنامه هیجان پیشرفت پکران را تکمیل کردند. داده ها با مدل تحلیل عاملی تاییدی بررسی شد. روایی همگرا و واگرا با همبستگی پیرسون و تحلیل پایایی به روش آلفای کرونباخ بررسی شد. تحلیل عاملی تأییدی داده‌ها نشان داد ساختار سه عاملی حمایت هیجانی، تقلای هیجانی و ظرفیت هیجانی از برازش مطلوبی برخوردار است.آلفای کرونباخ برای کل مقیاس و برای خرده مقیاس‌هادر حد مناسب بود. شواهد روایی همگرا از رابطۀ مثبت خرده‌مقیاس‌های حمایت و ظرفیت هیجانی با هیجان های مثبت کلاسی شامل لذت و امید درکلاسو رابطۀ مثبت خرده مقیاس تقلای هیجانی با هیجان‌های منفی کلاسی شامل خشم، شرم، اضطراب، ناامیدی و خستگی بدست آمد. شواهد روایی واگرا هم از رابطۀ منفی خرده‌مقیاس‌های حمایت و ظرفیت هیجانی با هیجان‌های منفی کلاسی شامل خشم، شرم، اضطراب، ناامیدی و خستگی و رابطۀ منفی خرده‌مقیاس تقلای هیجانی با هیجان های مثبت کلاسی شامل لذت و امید در کلاس به‌دست آمد نتایج نشانگر آن بود که نسخه فارسی مقیاس هیجان کلاسی در جامعه دانش‌آموزان از ویژگی‌های روان‌سنجی قابل قبولی برخوردار است و می‌توان از آن به‌عنوان ابزاری معتبر در پژوهش‌های روان‌شناختی استفاده نمود.

کلیدواژه‌ها


عنوان مقاله [English]

Psychometric Characteristics of Classroom Emotions Scale

نویسندگان [English]

  • ahmad GHODSI 1
  • Siavash Talepasand 2
  • mohammad ali mohammadyfar 3
  • Ali Mohammad Rezaie 4
1 psychology,semnanmiran
3 educational psychology department, semnan university
چکیده [English]

The present paper seeks to validate Classroom Emotions Scale for senior high school students in Qom. The participants were 342 students in grades two and three of human sciences course, who were selected through random multi-stage cluster sampling. All of them completed the Classroom Emotions scale designed by Titsworth et al, and Pekrun's Achievement Emotions Questionnaire. The data were analyzed using confirmatory factor analysis. Convergent and divergent validities were analyzed using Pearson's correlation, and reliability was analyzed using Cronbach's Alpha model. The results of confirmatory factor analysis show that a three-component structure including emotion support, emotion work, and emotion valance has acceptable fitness. Cronbach's alpha for the whole scale and subscales was at an acceptable level. The evidence for convergent validity has been obtained from the positive relationship of subscales of emotion support and emotion valance with classroom positive emotions including enjoyment and hopefulness in classroom, and from the positive relationship of subscale of emotion work with classroom negative emotions including anger, shame, anxiety, hopelessness and weariness. The evidence for divergent validity has also been obtained from the negative relationship of subscales of emotion support and emotion valance with classroom negative emotions including anger, shame, anxiety, hopelessness and weariness; and from the negative relationship of subscale of emotion work with classroom positive emotions including enjoyment and hopefulness in classroom. The results show that the Persian version of Classroom Emotions Scale has acceptable psychometric characteristics among the sample students, and it can be used as a valid instrument in psychological studies and surveys.

کلیدواژه‌ها [English]

  • Classroom Emotion Scale
  • Emotion
  • Emotional Response Theory
  • Factor Analysis
  • Validation

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