پديد آورندگان :
امام قلي زاده بابلي، مجيد دانشگاه آزاد اسلامي، واحد گرمسار - گروه روان شناسي , معنوي پور، داود دانشگاه آزاد اسلامي، واحد گرمسار - گروه روان شناسي , پير خائفي، عليرضا دانشگاه آزاد اسلامي، واحد گرمسار - گروه روان شناسي
چكيده فارسي :
هدف: اختلال وسواس خواندن و نوشتن نوعي وسواس عملي است كه مشخصهٔ عمدهٔ آن بازخواني و بازنويسي است. پژوهش حاضر با هدف بررسي ويژگي‌هاي روان‌سنجي (تحليل عاملي تأييدي، روايي افتراقي، پايايي و تعيين نقطهٔ برش) مقياس وسواس خواندن و نوشتن در بين دانش‌آموزان دبيرستاني شهرستان بابل انجام شد.
روش بررسي: پژوهش حاضر از نوع توصيفي و مطالعات روان‌سنجي بود. جامعهٔ آماري اين پژوهش شامل تمامي دانش‌آموزان دبيرستاني شهرستان بابل در سال تحصيلي 97- 1396 بوده، از اين تعداد 410 دانش‌آموز با استفاده از روش نمونه‌گيري خوشه‌اي چندمرحله‌اي به‌عنوان نمونه انتخاب شدند. تحليل ساختار عاملي مقياس وسواس خواندن و نوشتن با استفاده از تحليل عاملي تأييدي، روايي افتراقي با استفاده از آزمون t مستقل، پايايي از طريق ضريب آلفاي كرونباخ و تعيين نقطهٔ برش به‌وسيلهٔ منحني راك انجام شد. نرم‌افزار Lisrel نسخهٔ 8٫50 و نرم‌افزار MedCalc نسخهٔ 18٫5 جهت تجزيه‌وتحليل داده‌ها استفاده گرديدند.
يافته‌ها: نتايج حاكي از عدم برازش مطلوب مدل اصلي مقياس وسواس خواندن و نوشتن (21 گويه اي) بود، اما بعد از حذف 3 گويه، مدل دوم با 18 گويه از شاخص‌هاي نيكويي برازش مطلوبي برخوردار شد. همچنين تفاوت معنادار بين نمره‌هاي دانش‌آموزان دچار اختلال وسواس خواندن و نوشتن و سالم نشان از روايي افتراقي مقياس در سنجش وسواس خواندن و نوشتن داشت (0٫001=p). سطح زير منحني راك معادل 0٫80 بود، با استفاده از شاخص يودن، نقطهٔ برش 82 به‌عنوان بهترين نقطهٔ برش مقياس در نظر گرفته شد، در اين نقطه حساسيت و ويژگي مقياس به‌ترتيب 66٫67 و 83٫33 بود.
نتيجه‌گيري: با درنظر‌گرفتن نتايج شاخص‌هاي روان‌سنجي مطلوب مي‌توان از نسخهٔ تعديل‌شدهٔ مقياس وسواس خواندن و نوشتن جهت غربالگري و سنجش وسواس خواندن و نوشتن دانش آموزان دبيرستاني استفاده نمود.
چكيده لاتين :
Background & Objective: The symptoms of obsession and compulsion in schools are different, and many of them are more well-known
compared to other compulsions, and some of them are also less discussed. One type of obsessive-compulsive disorder which is less addressed
is reading and writing compulsion which is manifested by rereading and rewriting pattern. Rereading and rewriting is one of the common
symptoms of compulsion in schools. Individuals affected by reading and writing compulsion suffer high psychological pressure during reading
and writing performance. Enjoyment reduction, slowness and repetition during reading and writing are the most significant problems of such
students. Additionally, social issues, isolation and low self-esteem are also the main problems of students affected by this disorder. Of course,
despite the reading and writing compulsion has such important outcomes, reviewing domestic and foreign information sources showed that the
single available independent scale to evaluate this disorder among the students is the reading and writing compulsion scale (Emamgholizadeh,
2017). Therefore, regarding the reading and writing compulsion has a significant effect on the educational and behavioral functions of
students, the validation of the above- mentioned scale can help the screening and assessment of the reading and writing compulsion of high
school students and the development of studies within the educational domain. In this way, the objective of this study is to examine the
psychometric characteristics (confirmatory factorial analysis, differential validity, reliability and cutting point) of the reading and writing
compulsion scale among the high school students in Babol city.
Methods: The present research was a descriptive type and of psychometric studies. Statistical population of this research includes all high
school students of Babol city during the academic year 2017 – 2018. Out of this number, 410 students (172 girl students and 238 boy students
with age range between 15-18 years old) were selected randomly using multi-stage clustering sampling method as the sample and completed
the reading and writing compulsion scale. The structure of the reading and writing compulsion scale factors was performed using the
confirmatory Factorial Analysis; the differential validity was performed using the independent t-test, the `scale reliability performed by
Cronbach alpha coefficient, and determination of cutting point was performed using ROC curve and Youden’s index. Lisrel software version
8.50 and Medcale software version18.5 used for data analysis.
Results: The results indicated lack of desirable goodness of the original model of reading and writing compulsion scale (21-item), but after the
omission of three items, the second model with 18 items enjoyed a desirable goodness index. The indices of the confirmatory factorial analysis
such as chi-square value (1.99), Root mean squared error approximation (RMSEA) (0.049), Comparative fit index (CFI) (0.93), Goodness fit
index (GFI) (0.93), Adjusted goodness fit index (AGFI) (0.91), Non- normed fit index (NNFI) (0.93), have also confirmed the goodness of
four- component model with 18 items, after omission of three items. According to the original research, these factors were called rewriting,
rereading, perfectionist slow reading, and over close reading. Also, the significant difference between the scores of students affected by the
reading and writing compulsion disorder and those of the healthy students represented the differential validity of scale in the assessment of
reading and writing compulsion. Cronbach alpha coefficient index used to estimate the internal consistency of this scale, which its value was
calculated 0.84 for total scale which shows that this scale enjoys a desired internal consistency. ROC curve and Youden’s index used to
determine the cutting point of scale; Area under ROC curve was equal to 0.80. Using Youden’s index, the cutting point 82 considered as the
best cutting point of the scale. In this point, the sensitivity and the specificity of the scale were 66.67 and 83.33, respectively.
Conclusion: The result of the present study showed that a modified version of reading and writing compulsion scale the desirable validity and
reliability. This scale can be used for screening and assessment of reading and writing compulsion of high school students as well as research
studies.
