ويژگي هاي روان سنجي نسخۀ فارسي مقياس نيازهاي بنيادي روان شناختي مرتبط با مدرسه، در دانش آموزانِ نوجوان ( ASBPNSS)

Psychometric properties of Persian version of Adolescent’s Students Basic Psychological Needs in School Scale

پژوهش حاضر، با هدف بررسي و تعيين ويژگي‌هاي روان‌سنجي نسخۀ فارسي مقياس نيازهاي بنيادي روان‌ شناختي دانش‌ آموزان نوجوان (ASBPNSS) در مدرسه انجام شد. پس از ترجمۀ مضاعف، رفع ابهامات و مطالعۀ مقدماتي، نسخۀ فارسي اين ابزار تدوين شد. دو نمونۀ تصادفي مستقل (458= N1و 36=N2) از ميان دانش‌ آموزان دورۀ متوسطۀ دوم منطقۀ 2 آموزش و پرورش شهر تهران انتخاب شدند و به ابزارهاي پژوهش پاسخ دادند. همساني دروني پرسشنامه با استفاده از كل نمونه و بازآزمايي بر اساس نمونۀ دوم به‌دست آمد. براي بررسي روايي مقياس، از روايي ملاكي و روايي سازه (از طريق تحليل عاملي اكتشافي و تأييدي) استفاده شد. ضرايب آلفاي 0/86و بازآزمايي 0/72 به‌دست­آمد. ضرايب هم­بستگي بين خرده مقياس‌هاي ASBPNSS و بهزيستي ذهني تحصيلي بيانگر روايي ملاكي اين مقياس بود. در مجموع، مدل 0/27 نمرة بهزيستي ذهني تحصيلي را تبيين كرد. نتايج تحليل عاملي اكتشافي و تأييدي، هم­خوان با الگوي سه عاملي اصلي مقياس بود. يافته‌هاي پژوهش حاضر به‌عنوان گامي اوليه نشان داد كه مقياس ASBPNSS ويژگي‌هاي روان‌سنجي مطلوبي در نمونۀ نوجوانان ايراني دارد.

According to Self- determinism theory, basic psychological needs are relevant to well-being in general and specific contexts like school. Therefore it seems essential that teachers and school counselors consider to satisfy these needs in schools. To achieve this, the first stage is to prepare an appropriate measure for evaluating these needs in school. The aim of this study was to investigate the psychometric properties of Persian version of Adolescents Students Basic Psychological Needs in School Scale (ASBPNSS). Translation- back translation and pilot study were done to prepare the Persian version of ASBPNSS. Two random independent samples (N1=458, N2=36) of high school students in Tehran were examined. Internal consistency by the total sample and test-retest reliability based on the second sample was verified. To examine the validity of the scale, criterion validity and construct validity (via exploratory and confirmatory factor analysis) were applied. Cronbach’s alpha yielded 0.86 and test-retest reliability coefficient was 0.72. Correlation coefficient among sub-scales of ASBPNSS and Subjective Well-being in School Scale (SWBSS) indicated criterion validity. The overall model accounted for 0.27 of variance in the school well-being scores. Results of exploratory factor analysis of ASBPNSS’s items extracted 3 factors, and confirmatory factor analysis supported this structure. Findings of present study as an initial step revealed that ASBPNSS has appropriate psychological properties in Iranian sample of adolescent students.