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ساخت و هنجاریابی پرسشنامه ی هدفگذاری تحصیلی برای دانش آموزان دوره متوسطه اول | ||
روان شناسی مدرسه و آموزشگاه | ||
مقاله 3، دوره 12، شماره 3، 1402، صفحه 47-31 اصل مقاله (1.51 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/jsp.2023.8219.4592 | ||
نویسندگان | ||
فرزین حق نظری اسفهلان1؛ وحید نجاتی* 2؛ حمیدرضا پوراعتماد3 | ||
1دانشجوی دکتری روانشناسی شناختی، پژهشکده علوم شناختی و مغز، دانشگاه شهید بهشتی، تهران، ایران. | ||
2استاد،دانشکده روانشناسی و علوم تربیتی، دانشگاه شهیدبهشتی ، تهران، ایران. | ||
3استاد عصب روانشناسی، پژهشکده علوم شناختی و مغز، دانشگاه شهید بهشتی، تهران، ایران. | ||
چکیده | ||
هدف: هدفگذاری فرایند تعیین اهدافی است که فرد میخواهد به آنها دست یابد. در این مطالعه، برای اولین بار پرسشنامه هدفگذاری تحصیلی برای دانشآموزان ساخته و روایی و پایایی آن بررسی شده است. روشها: بر مبنای نظریه هدفگذاری و تجسم هدف، 29 پرسش در قالب 5 عامل وضوح هدف، تعهد به هدف، تعارض بین اهداف، دشواری هدف و تجسم هدف طراحی گردید. 10 نفر از متخصصین روانشناسی و 1332 دانشآموز در این پژوهش مشارکت نمودند. یافتهها: تمام گویهها روایی صوری را کسب نمودند اما تنها 22 پرسش روایی محتوا را برآورده ساختند. تحلیل عاملی تاییدی، مدل پنج عاملی پرسشنامه را تایید نمود و تحلیل عاملی اکتشافی نیز پنج عامل مفروض را استخراج کرد. به عنوان روایی ملاکی، پرسشنامه هدفگذاری توانست به ترتیب 20 و 28 درصد از واریانس نمره هدف و معدل خردادماه را پیشبینی نماید. به عنوان روایی همزمان نیز اهداف پیشرفت توانستند 21 درصد از واریانس نمره نهایی پرسشنامه را پیشبینی کنند. همچنین آلفای کرونباخ نیز نشان داد که پرسشنامه از همسانی درونی و پایایی قابل قبولی (بالای 7/0) برخوردار است. نتیجهگیری: پرسشنامه هدفگذاری تحصیلی تدوین شده در این پژوهش برای دانشآموزان متوسطه اول از روایی و پایایی قابل قبول برخوردار بوده و در مقایسه با پرسشنامههای مشابه و پرنفوذ مانند پرسشنامه اهداف پیشرفت قدرت بالاتری برای پیشبینی عملکرد تحصیلی دارد. | ||
کلیدواژهها | ||
پرسشنامه؛ هدف تحصیلی؛ هدفگذاری؛ متوسطه اول؛ نمره هدف | ||
مراجع | ||
بشرپور، سجاد؛ عینی، ساناز. (1401). تدوین مدل علی سازگاری تحصیلی دانشآموزان با ناتوانی یادگیری براساس خودکارآمدی تحصیلی و اشتیاق تحصیلی: نقش میانجی تابآوری تحصیلی. ناتوانیهای یادگیری، 12(2)، 18-33. https://doi.org/10.22098/jld.2022.7608.1814
پیرانی، عارف؛ یاراحمدی، یحیی؛ احمدیان، حمزه؛ پیرانی، ذبیح. (1397). مدل ساختاری درگیری تحصیلی بر اساس اهداف پیشرفت و خودتنظیمی با میانجیگری انگیزش تحصیلی در دانشآموزان دختر دوره متوسطه دوم شهر ایلام. نوآوری های آموزشی، 17(3)، 149-172. https://noavaryedu.oerp.ir/article_82391.html
حاجیزاده، ابراهیم؛ اصغری، محمد. (1397). روش ها و تحلیلهای آماری با نگاه به روش تحقیق در علوم زیستی و بهداشتی. تهران: سازمان انتشارات جهاد دانشگاهی. https://www.isba.ir/Default/BookDetail/5018
دلاور، علی. (1391). مقیاسهای سنجش نگرش. تهران: نشر روان. https://ravabook.ir
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