شاخص های روان سنجی مقیاس یادگیری خودتنظیمی تحصیلی (ASRL-S)

پژوهش های روان شناسی بالینی و مشاوره

مقاله 6، دوره 6، شماره 2 - شماره پیاپی 12، بهمن 1395، صفحه 79-95   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/ijap.v6i2.56217

نویسندگان

محمد محمدی پور^{* 1}؛ علی دلاور²؛ حسن احدی²؛ فریبرز درتاج²؛ حسن اسدزاده²

¹دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران

²دانشگاه علامه طباطبایی تهران

چکیده

هدف: بررسی روایی و پایایی مقیاس یادگیری خودتنظیمی تحصیلی(ASRL-S) کارلو ماگنو (2010).
روش: مقیاس یادگیری خودتنظیمی تحصیلی بر روی 360 دانشجو(252 دختر و 108 پسر) که با روش نمونه‌گیری طبقه‌ای از بین دانشجویان دانشکده علوم انسانی دانشگاه آزاد اسلامی قوچان انتخاب شدند، اجرا شد. برای بررسی پایایی پرسشنامه از ضریب آلفای کرانباخ و برای تعیین روایی آن از تحلیل عاملی اکتشافی و تاییدی استفاده شد.
یافته ها: همسو با نتایج ماگنو (2010، 2011)، مطالعه حاضر نشان داد که این پرسشنامه از همسانی درونی قابل قبولی برخوردار است و ضریب آلفای کرانباخ کل آزمون 939/0 و در خرده آزمون های آن بین 718/0 تا 874/0 است. همچنین نتایج تحلیل عاملی تاییدی و اکتشافی مؤید آن است که ساختار پرسشنامه برارزش قابل قبولی با دادهها دارد وکلیه شاخصهای نیکویی برارزش، مدل را تایید میکنند (RMR=0/03, RMSEA=0/047, GFI=0/927, AGFI=0/902). بنابراین پرسشنامه می تواند ابزار مناسبی برای ارزیابی یادگیری خودتنظیمی تحصیلی دانشجویان باشد.

کلیدواژه‌ها

شاخص های روانسنجی؛ یادگیری خودتنظیمی تحصیلی؛ روایی عاملی؛ پایایی

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