ساخت و بررسی ویژگی های روان سنجی پرسشنامه شناخت اجتماعی دانشجویان (شاد)

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار روان شناسی، دانشگاه شهید بهشتی

2 دانشجوی دکتری روان شناسی تربیتی، دانشگاه شیراز

3 دکتری روان شناسی تربیتی، دانشگاه الزهراء

چکیده

مقدمه: هدف از پژوهش حاضر ساخت و بررسی ویژگی­های روان­سنجی پرسشنامه شناخت اجتماعی دانشجویان (شاد) بود. روش: پژوهش حاضر از منظر هدف و شیوه گردآوری اطلاعات جزء طرح­های همبستگی مبتنی بر روان­سنجی بود. بدین منظور پرسشنامه محقق ساخته حاضر که دارای 19 گویه است با استفاده از روش نمونه­ گیری تصادفی خوشه­ ای چند مرحله­ ای بر روی 735 دانشجوی دختر و پسر دانشگاه­های شریف، تربیت مدرس، علم و صنعت، شهید بهشتی و خواجه نصیر تهران اجرا شد. برای تحلیل داده ­ها از روش­ تحلیل عاملی اکتشافی و تأییدی استفاده شد. یافته ­ها: نتایج تحلیل عاملی اکتشافی به روش مؤلفه­های اصلی همراه با چرخش واریماکس نشان دهنده وجود 4 مؤلفه شناخت اجتماعی بود که به ترتیب شناخت خود، ذهن خوانی، تشخیص تهدید آموزشی و درک محیط آموزشی نام­گذاری شدند. این 4 مولفه 63/49 درصد از کل واریانس را تبیین کردند. همچنین نتایج تحلیل عاملی تأییدی وجود چهار عامل پرسشنامه مذکور را مورد تأیید قرار داد. از طرفی دیگر نتایج ضریب همبستگی شواهدی دال بر روایی همگرای پرسشنامه شناخت اجتماعی با دیگر متغیرهای شناختی این حوزه فراهم کرد. همچنین به منظور سنجش پایایی پرسشنامه از ضریب آلفای کرونباخ و همبستگی خرده مقیاس­ها با نمره کل پرسشنامه استفاده شد که ضرایب آلفای کرونباخ برای خرده مقیاس شناخت خود (73/0)، ذهن­خوانی (72/0)، تشخیص تهدید آموزشی (71/0)، درک محیط آموزشی (74/0) و نمره کل پرسشنامه (86/0) بدست آمد. نتیجه گیری: به طور کلی نتایج بیانگر آن بود که پرسشنامه شناخت اجتماعی از روایی و پایایی مطلوبی برخوردار است و می­توان از آن به عنوان یک ابزار سودمند برای سنجش شناخت اجتماعی در دانشجویان بهره برد.

کلیدواژه‌ها


عنوان مقاله [English]

Construction and Examine the Psychometric Characteristics of Student Social Cognition Questionnaire (SHAD)

نویسندگان [English]

  • Vahid Nejati 1
  • saman kamari 2
  • Sedighe Jafari 3
1 Associate Professor of Psychology, Shahid Beheshti University
2 Ph.D Student of Educational Psychology, Shiraz University
3 Ph.D Student of Educational Psychology in Alzahra University
چکیده [English]

Introduction: The aim of this study was construction and examine the psychometric characteristics of student social cognition questionnaire (SHAD). Method: This study from the perspective of the purpose and method of collecting information, was a part of correlational research based on psychometric analysis. For this purpose, a researcher-made questionnaire with 19 items was conducted on 735 girl and boy students by random multi-stage cluster sampling in universities of Sharif, Tarbiat Modares, Elmo Sanaat, Shahid Beheshti and Khaje-Nasir. For analysis of data, the exploratory and confirmatory factor analysis were used. Results: The results of exploratory factor analysis by principal components method with varimax rotation indicated the existence of 4 component social cognition that were named respectively cognition of self, mindreading, detection of educational threat and understanding of educational environment. These four component explained 49/63 percent of the total variance. Also, the results of confirmatory factor analysis confirmed the four factors of the questionnaire. On the other hand, the results of the correlation coefficient provided evidence of the convergent validity of the social cognition questionnaire with other cognitive variables in this domain. The reliability of the questionnaire was also measured by Cronbach's alpha coefficient and the correlation of the subscales with the total score of the questionnaire. Cronbach's alpha for subscale cognition of self (0/73), mindreading (0/72), detection of educational threat (0/71), understanding of educational environment (0/74) and Cronbach's alpha coefficient of the total questionnaire was (0/86). Conclusion: Generally, the results showed that social cognition questionnaire had an appropriate reliability and validity and it can be used as a useful tool to assess student’s social cognition.

کلیدواژه‌ها [English]

  • social cognition
  • Cognition of self
  • Mindreading
  • Detection of educational threat
  • Understanding of educational environment
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