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

مراجع

ایزانلو، ب.، دهقانی، م.، و حبیبی عسگرآباد، م. (1393). مبانی مدل‌یابی معادلات ساختاری. تهران: رشد.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
Beland, K. (2007). Boosting social and emotional competence. Educational Leadership. 64(2), 68-71.
Bentler, P. M. (2004). EQS structural equations program manual. Encino, CA: Multivariate software, Inc.
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The Missing Piece: A National Survey on How Social and Emotional Learning Can Empower Children and Transform Schools (Washington, DC: Civic Enterprises, 2013).
Casel, G. (2013). Effective Social and Emotional Learning: Programs Preschool and Elementary School Edition, Editorial Assistance and Design: KSA-Plus Communications, Inc.
Casel, N. (2003). Collaborative for Academic S, Emotional Learning CASEL guide: Effective social and emotional learning programs—- Preschool and elementary school edition Chicago, IL2012 [2/5/2017]. Available from: https://static.squarespace.com/static/.../t/.../1382687245993/ 2013-casel-guide.pdf
Casel, N. (2008). Collaborative for Academic S, Emotional Learning CASEL guide: Effective social and emotional learning programs— -Preschool and elementary school edition Chicago, IL2012 [2/5/2017]. Available from: https://static.squarespace.com/static/.../t/.../1382687245993/ 2013-casel-guide.pdf
Casel, G. (2013). Effective Social and Emotional Learning: Programs Preschool and Elementary School Edition, Editorial Assistance and Design: KSA-Plus Communications, Inc.
Coelho, V., Sousa, V., & Figueira, A. P. (2014). The impact of a school-based social and emotional learning program on the self-concept of middle school students. Psicodidactica. 19(2), 347-365.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B., (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 82(2), 405-432.
Eileen, G., & Merritt, N. (2012). The Contribution of Teachers’ Emotional Support to Children’s Social Behaviors and Self-Regulatory Skills in First Grade,” School Psychology Review. 41(3), 141–159.
Elias, M. J. (2006). The connection between academic and social-emotioal lerning. Journal of Clinical Child Psychology. 53(4), 4-14.
Hamphry, Sc. (2011). Family structure, parental involvement, and academic motivation in Latino adolescents. Journal of Divorce Remarriage. 52(36), 370–390.
Humphrey., & et al. (2011). “Measures of Social and Emotional Skills for Children and Young People: A Systematic Review,”. Educational and Psychological Measurement. 71(2011), 617–637.
Jelen, M. (2008). Examining the effect of a social and emotional learning program on proactive and reactive aggression in children. University of Alberta.
Jones, S., Bouffard, S. M., & Weissbourd, R. (2013). Educators' social and emotional skills vital to learning. PDK. 1(4), 1-10.
Joseph, A., & Durlak, J. A. (2019). Handbook of Social and Emotional Learning: Research and Practice (New York: Guilford Press, 2015); David Osher et al., “Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward,” Review of Research in Education.. 40(2016), 644-681.
Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019). The core components of evidence-based social emotional learning programs. Prev Sci. 20(4), 457-467.
Loeb, P., Tipton, S., & Wagner, E. (2016). Social and emotional learning: Feedback and communications insights from the field. New York: The Wallace Founction.
Mahoney, J., Durlak, J., & Weissberg, R. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan. 100(4), 18-23.
Mayer, J. D., Gamest, P., & Govaino, D. (2006). Relation of an ability measure of emotional intelligence to personality. Journal of Personality Assessmentr. 79(2), 306-20.
Mayer, J. D., Salovey, P., & Caruso, D. (2002). Relation of an ability measure of emotional intelligence to personality. Journal of Personality Assessmentr. 79(2), 14-29.
Parker, J. D., Hogan, M. J., Eastabrook, J. M., Oke, A., & Wood. L. M. (2006). Multidimensional assessment of coping: A critical evaluation. Journal of Personality and Social Psychology. 58(5), 844-54.
Ryan, J. A. (1994). Handbook  of classroom Management that Works(1994 Alexandria, VA: ASCD)22311_1714 USA.ISBN-13
Sage, N. A., & Kindermann, T. A. (1999). Peer networks, behavior contingencies, and children’s engagement in the classroom. Merrill-Palmer Quarterly. 45(2), 143-171.
Schomacher, E. S. (2004). The Impact parental attachment on adolescent perception of the school connectedness. Journal of Clinical Child and Adolescent Psychology, Car Saline Qld. 40(1), 68-79.
Weissberg, R. P., & Elias, M. J. (2015). Enhancing young people's social competence and health behavior: An important challenge for educators, scientists, policymakers, and funders. Applied and PreventivePsychology. 53(2), 179-190.
Wensel, D. B. (1999). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology. 17(3), 247–272.
West, R., Fricke, H., & Pier, L. (2018). Trends in Student Social-Emotional Learning: Evidence From  the CORE Districts.PEAC Policy Analysis for California Education. Stanford Graduate School of Education 520  Galvez Mall, CERAS 401 Stanford, CA 94305-3001.
Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology. 17(5), 247–272.
Zhou, M., & Ee, J. (2012). Development and Validation of the Social Emotional Competence Questionnaire (SECQ). The International Journal of Emotional Education. 4(2), 27-42.
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. Bethesda, MD: National Association of School Psychologists.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? NY: Teachers College Press.
 
 
فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 10، شماره 3
آذر 1398
صفحه 147-159

فایل ها

سابقه مقاله

  • تاریخ دریافت: 12 اردیبهشت 1398
  • تاریخ بازنگری: 16 اردیبهشت 1398
  • تاریخ پذیرش: 17 شهریور 1398
  • تاریخ اولین انتشار: 01 آذر 1398
  • تاریخ انتشار: 01 آذر 1398

هم رسانی

ارجاع به این مقاله

آمار