ارزشیابی ویژگی‌های روان‌سنجی سنجش تأیید-خود خودکار در دانش‌آموزان پسر پایه نهم مدارس دولتی شهرستان ایلام

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 استاد، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 دانشیار، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

ویژگی‌ها و توانایی‌های شخصی و تأمل کردن دربارة آن‌ها که تحت عنوان تأیید-خود یاد می‌شود، می‌تواند زمینه‌ساز افزایش عزت نفس، بهزیستی روان‌شناختی و فیزیولوژیکی، پیشرفت تحصیلی و انگیزش تحصیلی دانش‌آموزان شود. لذا فقدان ابزار مناسب برای اندازه‌گیری آن در دانش‌آموزان، سبب شد در این پژوهش ویژگی‌های روان‌سنجی سنجش تأیید-خود خودکار هریس و همکاران (2019) در دانش‌آموزان مورد بررسی قرار گرفت. پژوهش حاضر یک پژوهش توصیفی از نوع همبستگی می-باشد. جامعه آماری پژوهش کلیه دانش‌آموزان پسر پایه نهم مدارس متوسطه شهرستان ایلام در سال تحصیلی 1401-1400 بود که تعداد 330 نفر به‌عنوان نمونه و با روش تصادفی خوشه‌ای یک مرحله‌ای انتخاب شدند. همبستگی به‌دست آمده برای روایی همگرا این ابزار با خرده‌مقیاس انگیزش درونی هارتر (1980) مثبت و معنی‌دار (0/05> p) و برای روایی واگرا با پرسش‌نامه افسردگی، اضطراب و استرس (21-DASS) لاویبوند و لاویبوند (1995) و خرده‌مقیاس انگیزش بیرونی هارتر (1980) منفی و معنی‌دار (0/05>p) به‌دست‌ آمد. نتایج تحلیل عامل تأییدی نشان داد که الگوی سه عاملی توانایی‌ها، ارزش‌ها و روابط اجتماعی این سنجش بهترین برازش را با بار عاملی مناسب (حداقل 0/70) بود. به‌علاوه، نتایج مطالعه نشان‌دهنده‌ برازندگی نسبت مجذور کای به درجه آزادی 3.21، مطلوب شاخص نیکویی برازش 0/906، شاخص برازش تطبیقی 0/944و ریشه میانگین مجذورات خطای تقریب 0/08بود. ضرایب پایایی این ابزار با استفاده از آلفای کرونباخ برای کل ابزار 0/93، و برای عوامل سه گانه به ترتیب 0/85، 0/82 و 0/87 به‌دست‌آمد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Evaluation of Psychometric Properties of the Spontaneous Self-Affirmation Measure in Male Students in the Third Grade of Secondary Schools in Ilam

نویسندگان [English]

  • Yaser Alizadeh 1
  • Manijeh Shehni Yailagh 2
  • Sirous Allipour Birgani 3
  • Gholamhossien Maktabi 3
1 Ph.D. Student Educational Psychology, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده [English]

Personal characteristics and abilities and reflecting on them, which is referred to as self-affirmation, can be the basis for increasing self-esteem, psychological and physiological well-being, academic progress and academic motivation of students. Therefore, the lack of a suitable tool to measure it in students, caused Harris et al. (2019) automatic self-verification measurement of translation and its psychometric characteristics to be investigated in this research. The current research is a descriptive research of the correlation type. The statistical population was all male students in the third grade of secondary schools in Ilam in the 2021-2022, of which 330 were selected by one-stage cluster random method. The obtained correlation was positive for convergent validity with the intrinsic motivation subscale of Harter (1980) (p<0.05) and negative for divergent validity with the depression, anxiety and stress questionnaire (DASS-21) of Lovibond and Lovibond (1995) (p<0.05). The obtained correlation was positive for convergent validity (p<0.05) and negative for divergent validity (p<0.05). In addition, the result of the study shows a desirable suitability of parameters. (RMSEA = 0.08, CFI = 0.944, GFI = 0.906, CMIN/DF= 3.21). The results of the factor analysis showed that the three factor model including abilities, values and social relations of this measure had the best fit with a suitable factor load (at least 0.70). The reliability of this measure was calculated using Cronbach's alpha method, whose coefficients were reported as 0.93 for the whole Measure, 0.85 for the first factor, 0.82 for the second factor and 0.87 for the third factor.

کلیدواژه‌ها [English]

  • Psychometric Properties
  • Spontaneous Self-Affirmation Measure
  • Abilities and Values
  • Social Relations
حبیبی، آرش و عدن‌ور، مریم. (1396). مدل‌یابی معادلات ساختاری. تهران: انتشارات جهاد دانشگاهی.
Alexander, K. M. (2014). Self-affirmation: A regulatory fit analysis. Ph.D. Thesis of Philosophy, University of Pittsburgh, Pennsylvania.
Armitage, C. J., & Rowe, R. (2017). Evidence that self-affirmation reduces relational aggression: A proof of concept trial. Psychology of Violence, doi: 10.1037/vio0000062.
Brady, S. T., Reeves, S. L., Garcia, J., Purdie-Vaughns, V., Cook, J. E., Taborsky-Barba, S., ... & Cohen, G. L. (2016). The psychology of the affirmed learner: Spontaneous self-affirmation in the face of stress. Journal of Educational Psychology, 108(3), 353.‏
Chen, W. J., Nelson, A. M., Johnson, H. B., & Fleming, R. (2021). Effects of self‐affirmation on emotion and cardiovascular responses. Stress and Health, 37(2), 201-212.‏
Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333-371.‏
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400-403.‏
Cook, J. E., Purdie-Vaughns, V., Garcia, J., & Cohen, G. L. (2012). Chronic threat and contingent belonging: protective benefits of values affirmation on identity development. Journal of Personality and Social Psychology, 102(3), 479.‏
Creswell, J. D., Dutcher, J. M., Klein, W. M., Harris, P. R., & Levine, J. M. (2013). Self-affirmation improves problem-solving under stress. PLOS One, 8 (5), 1-7.‏
Critcher, C. R., & Dunning, D. (2015). Self-affirmations provide a broader perspective on self-threat. Personality and Social Psychology Bulletin, 41(1), 3-18.‏
De Buisonje, D. R., Ritter, S. M., de Bruin, S., ter Horst, J. M. L., & Meeldijk, A. (2017). Facilitating creative idea selection: The combined effects of self-affirmation, promotion focus and positive affect. Creativity Research Journal, 29(2), 174-181.‏
Ferrer, R. A., & Cohen, G. L. (2019). Reconceptualizing self-affirmation with the trigger and channel framework: Lessons from the health domain. Personality and Social Psychology Review, 23(3), 285-304.‏
Guo, J., Fu, M., Liu, D., Zhang, B., Wang, X., & van IJzendoorn, M. H. (2020). Is the psychological impact of exposure to COVID-19 stronger in adolescents with pre-pandemic maltreatment experiences? A survey of rural Chinese adolescents. Child Abuse & Neglect, 110, 104667.‏
Habibi, Arash and Adenvar, Maryam. (2016). Structural equation modeling, Tehran: Jihad University Press.
Hadden, I. R., Easterbrook, M. J., Nieuwenhuis, M., Fox, K. J., & Dolan, P. (2020). Self‐affirmation reduces the socioeconomic attainment gap in schools in England. British Journal of Educational Psychology, 90(2), 517-536.‏
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106(2), 375.‏
Harris, P. R., & Epton, T. (2009). The impact of self‐affirmation on health cognition, health behaviour and other health‐related responses: A narrative review. Social and Personality Psychology Compass, 3(6), 962-978.‏
Harris, P. R., Griffin, D. W., Napper, L. E., Bond, R., Schüz, B., Stride, C., & Brearley, I. (2019). Individual differences in self-affirmation: Distinguishing self-affirmation from positive self-regard. Self and Identity, 18(6), 589-630.‏
Harris, P. R., Jessop, D. C., & Harris, P. S. (2020). Self‐Affirmation and Health. The Wiley Encyclopedia of Health Psychology, 587-595.‏
Harter, S. (1980). The scale of intrinsic versus extrinsic orientation in the classroom. Ph.D. Thesis of Psychology, University of Denver, Denver.
Hilt, L. M., Leitzke, B. T., & Pollak, S. D. (2014). Cognitive control and rumination in youth: The importance of emotion. Journal of Experimental Psychopathology, 5(3), 302-313.‏
Lannin, D. G., Bible, J., Harris, P. R., Russell, L. T., Arellanes, J. A., & Yazedjian, A. (2021). How is spontaneous self-affirmation linked to self-esteem? A cross-lagged examination. Journal of Research in Personality, 92, 104091.‏
Lee, M. M., Turetsky, K. M., & Spicer, J. (2017). Cognitive, social, physiological, and neural mechanisms underlying self‐affirmation: An integrative review. Yale Review of Undergraduate Research in Psychology, 4-19.‏
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196‏.
Li, S., Xia, Y., Zhao, W., Miao, X., & Xu, Q. (2022). Self-affirmation increases acceptance of information on COVID-19 vaccines and promotes vaccination intention. Journal of Behavioral Medicine, 1-8.‏
Liu, C. H., & Huang, P. S. (2019). Beneficial effects of self-affirmation on motivation and performance reduced in students hungry for others’ approval. Contemporary Educational Psychology, 56, 1-13.‏
Logel, C., & Cohen, G. L. (2012). The role of the self in physical health: Testing the effect of a values-affirmation intervention on weight loss. Psychological Science, 23(1), 53-55.‏
Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335-343.‏
Mrazek, M. D., Chin, J. M., Schmader, T., Hartson, K. A., Smallwood, J., & Schooler, J. W. (2011). Threatened to distraction: Mind-wandering as a Experimental Social Psychology, 47(6), 1243-1248.‏
O'Brien, K. A. (2017). Self-affirmation and social consequence of stereotype threat. Journal of anxiety: Affirming values reduces anxiety and avoidance. A Ph.D. Thesis of Philosophy, Department of Psychology, University of Manitoba Winnipeg, Winnipeg, Manitoba, Canada.
Padoli, P., Suwito, J., & Hariyanto, T. (2019). Self-Affirmation Reduces the Anxiety, LDH and Troponin I in the Clients with Coronary Heart Disease (CHD). Jurnal Ners, 14(3), 310-315.‏
Schmader, T., & Johns, M. (2003). Converging. evidence that stereotypes threat reduces working memory capacity. Journal of Personality and Social Psychology, 85(3), 440-452.‏
Sherman, D. K. (2013). Self‐affirmation: Understanding the effects. Social and Personality Psychology Compass, 7(11), 834-845.‏
Sherman, D. K., & Cohen, G. L. (2006). The psychology of self‐defense: Self‐affirmation theory. Advances in Experimental Social Psychology, 38, 183-242.‏
Sherman, D. K., & Hartson, K. A. (2011). Reconciling self-protection with self-improvement. Handbook of Self-Enhancement and Self-Protection, 128, 128-151.‏
Sherman, D. K., Bunyan, D. P., Creswell, J. D., & Jaremka, L. M. (2009). Psychological vulnerability and stress: The effects of self-affirmation on sympathetic nervous system responses to naturalistic stressors. Health Psychology, 28, 554-562.
Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., ... & Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: how self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104(4), 591-618.‏
Strachan, S. M., Myre, M., Berry, T. R., Ceccarelli, L. A., Semenchuk, B. N., & Miller, C. (2020). Self-affirmation and physical activity messages. Psychology of Sport and Exercise, 47, 101-113.‏
Wen, X., Liu, Y., & Ni, Y. (2019). Self-Affirmation through WeChat Moments. Psychology, 10 (3), 371-383.‏