تحلیل روان‌سنجی نسخه فارسی مقیاس غرور تحصیلی در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

2 کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه شهید چمران، اهواز، ایران.

چکیده

هدف: غرور به‌مثابة یک هیجان پیشرفتِ خودآگاه، در بافتِ پیشرفت، یک تجربة هیجانی متداول، تلقی می‌شود و برای فهم انگیزشِ پیشرفت و کنش‌وری تحصیلی یادگیرندگان از نقش بااهمیتی برخوردار است. براین‌اساس، مطالعه حاضر با هدف تحلیل روان‌سنجی نسخه فارسی مقیاس غرور تحصیلی در بین دانشجویان ایرانی انجام شد. روش: در این پژوهش همبستگی، 250 دانشجو (140 دختر و 110 پسر) که با روش نمونه‌گیری در دسترس انتخاب شدند به نسخة تجدیدنظرشدة پرسش‌نامة هدف پیشرفت (الیوت و مورایاما، 2008)، نسخة تجدیدنظرشدة مقیاس ارزیابی تنیدگی (رویلی، رویسچ، جاریکا و واگن، 2005) و مقیاس غرور تحصیلی (باچنر، پکران و لیچتنفیلد، 2018) پاسخ دادند. یافته‌ها: نتایج تحلیل عاملی تأییدی با تکرار ساختار دوعاملی مقیاس غرور تحصیلی شامل غرور خودمحور و غرور دگرمحور از روایی درونی مقیاس غرور تحصیلی، حمایت کرد. علاوه بر این، نتایج مربوط به روابط بین وجوه غرور تحصیلی با جهت‌گیری‌های هدفی و فرایندهای ارزیابی شناختی، شواهد مضاعفی را در دفاع از روایی بیرونی مقیاس غرور تحصیلی فراهم آورد. نتیجه‌گیری: در مجموع، نتایج پژوهش حاضر موافق با مواضع نظریة کنترل ارزش هیجانات پیشرفت، با تأکید بر ضرورتِ تحلیل و فهم مشخصه‌های کُنشی سازة غرور تحصیلی، در قلمرو هیجانات پیشرفت مثبت و منفی، شواهد مضاعف و قابل دفاعی را در دفاع از مطالعة هیجانات پیشرفت در دو قالب هیجانات منفرد و معطوف بر یک تجربة واحد و البته، در ساحتِ هیجانات چندگانة مثبت و منفی، فراهم آورد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Psychometric Analysis of the Farsi Version of the Academic Pride Scale in Students

نویسندگان [English]

  • Elham Kooshki 1
  • Ali Hajti 2
1 Ph.D. in Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
2 M.D. in Educational Psychology, Shahid Chamran University, Ahvaz, Iran.
چکیده [English]

Aim: Pride, as a self-conscious achievement emotion, is commonly experienced in the achievement context and is crucial for understanding achievement motivation and performance in learners. This study aimed to investigate the psychometric properties of the Persian version of the Academic Pride Scale among Iranian university students.
 
Method: In this correlational study, 250 students (140 females and 110 males) were recruited using the convenience sampling method. They completed the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008), the Stress Appraisal Measure-Revised (Rowley, Roesch, Jurica & Vaughn, 2005), and the Academic Pride Scale (Buechner, Pekrun & Lichtenfeld, 2018).
 
Results: Confirmatory factor analysis supported the internal validity of the academic pride scale, replicating its two-factor structure—self-based pride and social comparison-based pride. Furthermore, findings regarding the associations of academic pride facets with achievement goals and cognitive appraisal processes provided additional evidence for the external validity of the academic pride scale.
 
Conclusion: The study's findings were consistent with the control-value theory of achievement emotions, emphasizing the need to analyze and understand the functional characteristics of the academic pride construct in the realm of positive and negative achievement emotions. The study also provided defensible evidence supporting the analysis of achievement emotions in both single emotions focused on a particular experience and in the field of multiple positive and negative emotions.

کلیدواژه‌ها [English]

  • Academic Pride Scale
  • Achievement Emotions
  • Achievement Goals
  • Cognitive Appraisals

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