بررسی روایی و اعتبار پرسشنامه یادگیری اجتماعی- هیجانی در دانش‌آموزان دختر دوره دوم متوسطه شهر تهران

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی، دانشگاه آزاد اسلامی، واحد رودهن، تهران، ایران

2 دانشیار گروه روان‌شناسی، دانشگاه آزاد اسلامی، واحد رودهن، تهران، ایران

چکیده

هدف از پژوهش حاضر، بررسی روایی و اعتبار پرسشنامه یادگیری اجتماعی- هیجانی بود. روش پژوهش این مطالعه، همبستگی و از نوع تحلیل‌ عاملی تأییدی است. جامعه مورد مطالعه کلیه دانش‌آموزان دختر دوره دوم متوسطه شهر تهران بودند. در این پژوهش از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای استفاده شد. در این مطالعه از پرسشنامه یادگیری اجتماعی- هیجانی (SEL) که مجموعه‌ای از 25 آیتم براساس مدل نظری توسعه‌یافته کسل، استفاده گردید. به‌منظور تجزیه‌و‌تحلیل داده‌ها از روش تحلیل‌ عامل اکتشافی و تأییدی استفاده شد.در تحلیل‌ عامل تأییدی نشان داده شد که همه ماده‌های پرسشنامه از بارعاملی مناسبی برخوردارند، اما شاخص‌های برازش مدل مطلوب نبودند؛ بنابراین مدل اصلاح گردید. مقادیر شاخص برازندگی افزایشی (IFI) برابر با 943/0 و شاخص برازندگی تطبیقی (CFI) برابر 943/0 و جذر میانگین مجذورات خطای تقریب (RMSEA) برابر با 051/0 می‏باشد که نشان‌دهنده برازش مناسب مدل با داده‏هاست. براساس تحلیل‌ عامل اکتشافی پنج‌عامل منسجم و معنادار خودآگاهی، خودمدیریتی، آگاهی اجتماعی، مدیریت ارتباطات، مسؤولیت تصمیم‌گیری استخراج شد. در مجموع عامل‌های استخراج‌ گردیده، توانستند  69 درصد از واریانس کل آزمون را تبیین کنند. همسانی‌درونی عامل‌های شناسایی شده و نمره کل پرسشنامه در حد مطلوب و قابل‌قبول بود

کلیدواژه‌ها


عنوان مقاله [English]

The Reability and Validity of the Socio-Emotional Learning Questionnaire in Adolescent Girls Secondary School in Tehran

نویسندگان [English]

  • Parisa Farnoodian 1
  • Khadijeh Abolmaali 2
  • Kianoosh Hashemian 2
1 Ph.D. Student of Islamic Azad University of Roudhan
2 Faculty of Psychology, Islamic Azad University of Roudhan
چکیده [English]

Socio-emotional learning refers to a construct that encompasses one's ability in self-awareness. Socio-emotional learning at school acts as a reassuring approach that promotes social and emotional competencies for students. The present study aimed to investigate the validity and reliability of the Social-Emotional Learning Questionnaire. The research method in this study is correlational and confirmatory factor analysis. The study population consisted of all female secondary school students in Tehran. In this study, multi-stage cluster sampling was used. Socio-Emotional Learning Questionnaire (SEL), a 25-item questionnaire based on the developed Caswell theoretical model, was administered to all participants. Exploratory and confirmatory factor analysis were used to analyze the data. Confirmatory factor analysis showed that all items in the questionnaire had a good factor load, but the fit indices were not favorable, so the model was modified. The incremental fit index (IFI) values, the adaptive fit index (CFI) and the root mean square error of approximation error (RMSEA), were 0.943, 0.943, 0.051 ; respectively, which indicates that the model fits well with the data. Based on exploratory factor analysis, five significant and coherent factors were identified: self-awareness, self-management, social awareness, communication management, decision-making responsibility. Overall, the extracted factors accounted for 69% of the total variance of the test. Internal consistency of the identified factors and the total score of the questionnaire were acceptable and acceptable.

کلیدواژه‌ها [English]

  • Socio-Emotional Learning
  • Reability
  • Validity
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