ويژگي هاي روان سنجي نسخه فارسي پرسشنامه توانمندي اجتماعي هيجاني و ارتباط - آن با سرزندگي تحصيلي در دانش آموزان دوره اول متوسطه ايراني

Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students1

اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف وارﺳﯽ ﺷﺎﺧﺺﻫﺎي روانﺳﻨﺠﯽ ﻧﺴﺨﻪ ﻓﺎرﺳﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻮاﻧﻤﻨﺪي اﺟﺘﻤﺎﻋﯽ-ﻫﯿﺠﺎﻧﯽ و ﺗﻌﯿﯿﻦ ارﺗﺒﺎط آن ﺑﺎ ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ در داﻧﺶآﻣﻮزان اﯾﺮاﻧﯽ اﻧﺠﺎم ﮔﺮﻓﺖ. در ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ، ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي، ﻫﻤﺒﺴﺘﮕﯽ ﻫﺮ ﮔﻮﯾﻪ ﺑﺎ ﻧﻤﺮه ﮐﻞ، آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ، ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن، ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ و ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﯿﺮي ﺑﺎ ﻧﻤﻮﻧﻪاي ﻣﺘﺸﮑﻞ از 348 داﻧﺶآﻣﻮز دوره اول ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ اﻫﻮاز )196 ﻧﻔﺮ دﺧﺘﺮ و 152 ﻧﻔﺮ ﭘﺴﺮ( ﮐﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﭼﻨﺪﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب ﺷﺪه ﺑﻮدﻧﺪ، ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي ﯾﮏ ﻣﺪل ﺑﺎ ﺑﺮازش ﻣﻄﻠﻮب را ﺑﺮاي ﺳﺎﺧﺘﺎر ﭘﻨﺞ ﻋﺎﻣﻠﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻮاﻧﻤﻨﺪي اﺟﺘﻤﺎﻋﯽ-ﻫﯿﺠﺎﻧﯽ ﻧﺸﺎن داد. اﻓﺰون ﺑﺮ اﯾﻦ، ﯾﺎﻓﺘﻪﻫﺎ ﺑﯿﺎﻧﮕﺮ آن ﺑﻮد ﭘﺮﺳﺸﻨﺎﻣﻪ از ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ ﻫﻤﺴﺎﻧﯽ دروﻧﯽ ﺑﺎﻻﯾﯽ ﺑﺮﺧﻮردار اﺳﺖ. ﻫﻤﭽﻨﯿﻦ، ﺑﯿﻦ ﺗﻮاﻧﻤﻨﺪي اﺟﺘﻤﺎﻋﯽ-ﻫﯿﺠﺎﻧﯽ و ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ ارﺗﺒﺎط ﻣﺜﺒﺖ و ﻣﻌﻨﯽداري وﺟﻮد داﺷﺖ. در ﻧﻬﺎﯾﺖ، ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮي ﺑﯿﺎﻧﮕﺮ آن ﺑﻮد ﮐﻪ ﺑﯿﻦ دﺧﺘﺮﻫﺎ و ﭘﺴﺮﻫﺎ در اﺑﻌﺎد ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻮاﻧﻤﻨﺪي اﺟﺘﻤﺎﻋﯽ-ﻫﯿﺠﺎﻧﯽ از ﻧﻈﺮ آﻣﺎري ﺗﻔﺎوت ﻣﻌﻨﯽداري وﺟﻮد دارد. اﯾﻦ ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﻧﺴﺨﻪ ﻓﺎرﺳﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻮاﻧﻤﻨﺪي اﺟﺘﻤﺎﻋﯽ-ﻫﯿﺠﺎﻧﯽ، اﺑﺰاري ﻣﻌﺘﺒﺮ و ﻗﺎﺑﻞ اﻋﺘﻤﺎد ﺑﺮاي ارزﯾﺎﺑﯽ ﺗﻮاﻧﻤﻨﺪي اﺟﺘﻤﺎﻋﯽ-ﻫﯿﺠﺎﻧﯽ در ﺟﻤﻌﯿﺖ داﻧﺶآﻣﻮزان اﯾﺮاﻧﯽ دوره اول ﻣﺘﻮﺳﻄﻪ اﺳﺖ. ﭘﯿﺎﻣﺪﻫﺎي ﮐﺎرﺑﺮدي، ﻣﺤﺪودﯾﺖﻫﺎ و ﻧﯿﺎزﻫﺎي ﺗﺤﻘﯿﻘﺎﺗﯽ آﯾﻨﺪه ﺑﺮاي ﻣﺘﺨﺼﺼﺎن، ﻣﺤﻘﻘﺎن، ﻣﻌﻠﻤﺎن در ﺳﻄﺢ ﮐﻼس و ﻣﺪارس ﻣﻮرد ﺑﺤﺚ ﻗﺮار ﮔﺮﻓﺘﻪاﻧﺪ.

The aim of this study was to investigate the psychometric properties of the Persian version of social-emotional competence questionnaire and determine its relationship with academic buoyancy in Iranian students. In the present study, confirmatory factor analysis, item-total correlation, Cronbach's alpha, Pearson correlation, multiple regression analysis and multivariate analysis of variance with a sample of 348 middle school students in Ahvaz (196 girls and 152 boys) which were selected by multi-stage cluster sampling method was used. The results findings of confirmatory factor analysis showed a model with a good fit for the five-factor structure of the social-emotional competence questionnaire. In addition, the findings indicated that the questionnaire had high internal consistency reliability. Also, there was a positive and significant relationship between social-emotional competence and academic buoyancy. Finally, the results of multivariate analysis of variance showed that there was a statistically significant difference between girls and boys in the dimensions of the social-emotional competence questionnaire. These findings suggest that the Persian version of the social-emotional competence questionnaire is a valid and reliable tool for assessing social-emotional competence in the population of Iranian middle school students. Practical implications, limitations, and future research needs for professionals, researchers, teachers at the classroom and school level are discussed.