تحلیل مقدماتی ویژگی‌های روان‌سنجی مقیاس نیازهای بنیادین روان‌شناختی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

استادیار، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی،دانشگاه پیام نور، تهران، ایران.

چکیده

هدف: در این پژوهش، از آنجا که تحصیلات همچون دیگر قلمروهای زندگی نوجوان، در وهلة نوجوانی، از اهمیت زیادی برخوردار است، مطالعة بافتاری تامین نیازهای بنیادین روان‌شناختی دانش‌آموزان، با استفاده از آموزه‌های نظریة خودتعیین‌گری، در اولویت قرار گرفت. بر این اساس، این مطالعه با هدف تحلیل مقدمانی مشخصه‌های روان‌سنجی مقیاس نیازهای بنیادین روان‌شناختی دانش‌آموزان (تیان، هان و هابنر، 2014) انجام شد.
 
روش: در این پژوهش پیمایشی ـ توصیفی، از جامعه آماری دانش‌آموزان دختر و پسر متوسطة اول منطقة 11 شهر تهران در سال تحصیلی 1403-1402، تعداد 485 نوجوان (240 پسر و 245 دختر) با استفاده از روش نمونه‌گیری دردسترس انتخاب و به مقیاس نیازهای بنیادین روان‌شناختی دانش‌آموزان، مقیاس یادگیری خودراهبر (لانزبوری و گیبسون، 2006) و مقیاس نظم‌بخشی انگیزشی (کیم، برادی و والترز، 2018)، پاسخ دادند. در این پژوهش، برای آزمون روایی عاملی مقیاس به کمک تحلیل عاملی تأییدی، از بسته آماری AMOS-18 استفاده شد.
 
یافته‌ها: درحالی‌که نتایج تحلیل عاملی تأییدی، ساختار سه‌عاملی مقیاس شامل استقلال، ارتباط و شایستگی را تائید کرد، نتایج تحلیل عاملی تأییدی چندگروهی نیز از هم‌ارزی جنسی این ساختار عاملی، به‌طور تجربی، حمایت کرد. علاوه‌براین، یافته مربوط به آلفای کرونباخ نشان داد که زیرمقیاس‌ها، از نظر درونی هماهنگ بود. همچنین، نتایج مربوط به همبستگی بین نیازهای روان‌شناختی با یادگیری خودراهبر و نظم‌بخشی انگیزشی، شواهد متقتنی در دفاع از روایی ملاکی مقیاس نیازهای روان‌شناختی، فراهم آورد.
 
نتیجه‌گیری: نتایج این پژوهش از مشخصه‌های روان‌سنجی مقیاس نیازهای بنیادین روان‌شناختی دانش‌آموزان دختر و پسر، به‌طور مقدماتی، حمایت کرد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Preliminary Analysis of the Psychometric Properties of the Adolescent Students’ Basic Psychological Needs at School Scale

نویسندگان [English]

  • Ali khodaei
  • Reza Rahimi
Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran.
چکیده [English]

Aim: Given the importance of educational contexts during adolescence, and based on self-determination theory, this study aimed to conduct a preliminary evaluation of the psychometric properties of the Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS).
 
Method: In this descriptive survey study, 485 adolescents (240 boys and 245 girls) from public high schools in District 11 of Tehran during the 1402–1403 academic year were selected through convenience sampling. Participants completed the ASBPNSS, the Self-Directed Learning Scale, and the Motivational Regulation Scale. Confirmatory factor analysis (CFA) and multi-group CFA were conducted using AMOS-18 to examine factorial validity and gender invariance.
 
Results: CFA confirmed the three-factor structure of autonomy, competence, and relatedness. Multi-group CFA supported measurement invariance across gender. Cronbach’s alpha coefficients indicated satisfactory internal consistency. Significant correlations between basic psychological needs, self-directed learning, and motivational regulation supported criterion validity.
 
Conclusion: The findings provide preliminary evidence supporting the reliability and validity of the ASBPNSS among Iranian adolescents.

کلیدواژه‌ها [English]

  • Self-Determination Theory
  • Basic Psychological Needs
  • Validity
  • Reliability
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