ساخت و اعتباریابی مقیاسی برای سنجش خردورزی تحصیلی (AWS-3)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.

2 استاد، گروه روانشناسی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.

3 دانشیار، گروه روانشناسی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.

چکیده

مطالعات نشان داده است که خردورزی یک عامل مهم در بسیاری از حوزه‌ها از جمله عملکرد تحصیلی است. بنابراین هدف این پژوهش ساخت و اعتباریابی مقیاسی برای اندازه­گیری خردورزی تحصیلی بود. پژوهش حاضر از نوع توصیفی- همبستگی و اعتباریابی آزمون بود. به همین منظور نمونه­ای شامل 420 نفر از دانشجویان دانشگاه بوعلی ­سینا همدان در سال تحصیلی 1402-1401 به روش نمونه­گیری تصادفی خوشه­ای چند مرحله­ای انتخاب شدند و مقیاس محقق ساخته خردورزی تحصیلی، پرسشنامه درگیری تحصیلی و مقیاس ترس از شفقت به خود را تکمیل نمودند. داده­ها با استفاده از تحلیل عاملی اکتشافی و تأییدی مورد تجزیه و تحلیل قرار گرفتند. بررسی داده­ها در تحلیل عاملی اکتشافی بیانگر آن بود که هر 18 گویه بار عاملی قابل قبولی دارند و یافته­ها حاکی از سه عامل بودند (شناختی، عاطفی، تأملی). نتایج تحلیل عاملی تأییدی نیز نشان داد که مقیاس برازش قابل قبولی دارد. یافته­ها نشان داد که بین خردورزی تحصیلی با درگیری تحصیلی و ترس از شفقت به خود همبستگی معنادار وجود دارد. همچنین، نتایج بیانگر آن بود که آلفای کرونباخ مقیاس از وضعیت مطلوبی برخوردار بوده است. بنابراین، می­توان نتیجه گرفت که این مقیاس از روایی و پایایی خوبی بهره­مند است و کارایی لازم برای اندازه­گیری خردورزی تحصیلی در سه عامل مذکور را دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Development and Validation of a Scale to Measure Academic Wising (AWS-3)

نویسندگان [English]

  • Hossein Naderipour 1
  • Abolghasem Yaghoobi 2
  • Rasool Kord Noghabi 3
  • Mosayeb Yarmohammadi Vasel 2
1 Ph.‌D. Candidate in Educational Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
2 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
3 Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
چکیده [English]

Studies have shown that wising is an important factor in many domains, including academic performance. Therefore, the aim of this study was to the development and validation of a scale to measure academic wising. The research was a descriptive-correlational study and the validation of the test. For this purpose, a sample of 420 students of Bu-Ali Sina University in the 2022-2023 academic year were selected by multistage cluster random sampling method and completed the academic wising scale, academic engagement questionnaire, and fear of self-compassion scale. Data were analyzed using exploratory and confirmatory factor analysis. Examination of the data in exploratory factor analysis showed that all 18 items had acceptable factor load and the finding revealed three factors (cognitive, affective, reflective). Moreover, the results of confirmatory factor analysis indicated that the scale had an acceptable fit. The findings showed that academic wising was significantly correlated with academic engagement and fear of self-compassion. Moreover, the results indicated that the Cronbach's alpha of the scale were favorable. Therefore, it can be concluded that the academic wising scale has very good validity and reliability and can effectively measure academic wising in the three factors mentioned.

کلیدواژه‌ها [English]

  • academic wising
  • reliability
  • validity

مراجع

رمضانی، ملیحه؛ و خامسان، احمد. (1396). شاخص­های روانسنجی پرسشنامه درگیری تحصیلی ریو2013: با معرفی درگیری عاملی. فصلنامه اندازه­گیری تربیتی، 8(29)، 204-185.
صادق­زاده، مرضیه؛ و شاملی، لیلا. (1400). بررسی ویژگی­های روانسنجی نسخه فارسی پرسشنامه ترس از شفقت (FCS). فصلنامه پژوهش­های نوین روانشناختی، 16(61)، 142-127.
کاویان­فر، حسین؛ باعزت، فرشته؛ هاشمی، سهیلا؛ و نادری، حبیب­اله. (1401). پیش­بینی خردمندی بر اساس مولفه­های تجارب دانشگاهی با واسطه­گری انعطاف­پذیری شناختی. فصلنامه پژوهش­های نوین روانشناختی، 17(65)، 260-250.
ملک­پور، فرزانه؛ و بساک­نژاد، سودابه. (1399). رابطه ترس از خودشفقتی و ترس از شادی با پرخوری از طریق میانجی‌گری عاطفه مثبت و منفی در دانشجویان. پژوهش‌های کاربردی روانشناختی، 11(1)، 115-101.
مهری، لاله؛ بختیارپور، سعید؛ افتخارسعادی، زهرا؛ و همایی، رضوان. (1401). ارائه مدل ساختاری درگیری تحصیلی بر اساس نگرش به تحصیل و آینده شغلی و خودباوری تحصیلی: نقش میانجی‌گری پایستگی تحصیلی در دانشجویان. فصلنامه پژوهش­های نوین روانشناختی، 17(66)، 299-287.
Ardelt, M. (1997). Wisdom and life satisfaction in old age. Journal of Gerontology: Psychological Sciences, 52, 15–27.
Ardelt, M. (2003). Empirical assessment of a three-dimensional wisdom scale. Research on Aging, 25(3), 275–324.
Ardelt, M. (2004). Wisdom as expert knowledge system: A critical review of a contemporary operationalization of an ancient concept. Human Development, 47, 257–285.
Ardelt, M. (2005). How wise people cope with crises and obstacles in life. Revision: A Journal of Consciousness and Transformation, 28, 7–19.
Ardelt, M. (2010). Are older adults wiser than college students? A comparison of two age cohorts. Journal of Adult Development, 17, 193-207.
Ardelt, M. (2011). The Measurement of Wisdom: A Commentary on Taylor, Bates, and Webster's Comparison of the SAWS and 3D-WS. Experimental Aging Research, 37, 241-255.
Ardelt, M., & Bruya, B. (2021). Three-Dimensional Wisdom and Perceived Stress among College Students. Journal of Adult Development,  28, 93–105.
Baltes, P. B., & Kunzmann, U. (2004). The two faces of wisdom: Wisdom as a general theory of knowledge and judgment about excellence in mind and virtue vs. wisdom as everyday realization in people and products. Human Development, 47, 290-299.
Baltes, P. B., & Staudinger, U. M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55(1), 122-136.
Brown, S. C. (2004). Learning across campus: How college facilitates the development of wisdom. Journal of College Student Development, 45(2), 134-148.
Brown, K. W., West, A. M., Loverich, T. M., & Biegel, G. M. (2011). Assessing adolescent mindfulness: Validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations. Psychological Assessment, 23(4), 1023-1033.
Brudek, P., & Sekowski, M. (2020). Wisdom as the mediator in the relationships between religious meaning system and attitude toward death among older adults. Death Studies, 44, 747-758.
Gilbert, P., McEwan, K., Matos, M., & Rivis, A. (2011). Fears of compassion: Development of three self-report measures. Psychology and Psychotherapy: Theory, Research and Practice, 84, 239-255.
Green, S. B. (1991). How many subjects does it take to do a regression analysis? Multivariate Behavioral Research, 26(3), 499–510.
Grossmann, I., Weststrate, N. M., Ardelt, M., Brienza, J. P., Dong, M., Ferrari, M., ... & Vervaeke, J. (2020). The science of wisdom in a polarized world: Knowns and unknowns. Psychological Inquiry, 31, 103-133.
Jason, L. A., Reichler, A., King, C., Madsen, D., Camacho, J., Marchese, W. (2001). The Measurement of Wisdom: A preliminary effort. Journal of Community Psychology, 29(5), 585–598.
Jeste, D. V., Thomas, M. L., Liu, J., Daly, R. E., Tu, X. M., Treichler, E. B. H., Palmer, B. W., & Lee, E. E. (2021). Is spirituality a component of wisdom? Study of 1,786 adults using expanded San Diego wisdom scale (Jeste-Thomas wisdom index). Journal of psychiatric research, 132, 174-181.
Kahlbaugh, P., & Budnick, C. J. (2023). Benefits of intergenerational contact: ageism, subjective well-being, and psychosocial developmental strengths of wisdom and identity. The International Journal of Aging and Human Development, 96, 135-159.
Kim, S., & Knight, B. G. (2015). Adaptation of the three-dimensional wisdom scale (3D-WS) for the Korean cultural context. International Psychogeriatrics, 27, 267–278.
Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling. New York: The Guilford Press.
Kramer, D. A. (2000). Wisdom as a classical source of human strength: Conceptualization and empirical inquiry. Journal of Social and Clinical Psychology, 19(1), 83–101.
Kunzmann, U., & Baltes, P. B. (2003). Wisdom-Related knowledge: Affective, Motivational, and Interpersonal Correlates. Personality and Social Psychology Bulletin, 29(9), 1104-1119.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28, 563-575.
Le, T. N. (2011). Life satisfaction, openness value, self-transcendence, and wisdom. Journal of Happiness Studies, 12, 171–182.
Levenson, M. R. (2009). Gender and wisdom: The roles of compassion and moral development. Research in Human Development, 6(1), 45-59.
Levenson, M. R., Jenninges. P. A., Aldwin, C. M., & Shiraishi, R. W. (2005). Self-transcendence: conceptualization and measurement. International Journal of Aging and Human Development, 60 (2) 127-143.
Pasupathi, M., & Staudinger, U. M. (2001). Do advanced moral reasoners also show wisdom? Linking moral reasoning and wisdom-related knowledge and judgement. International Journal of Behavioral Development, 25, 401-415.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of educational psychology, 105(3), 579-595.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.
Schwartz, B., & Sharpe, K. E. (2006). Practical wisdom: Aristotle meets positive psychology. Journal of Happiness Studies, 7, 377–395.
Sison, A. J. G., & Redín, D. M. (2023). If Macintyre ran a business school… how practical wisdom can be developed in management education. Business Ethics, the Environment & Responsibility, 32, 274-291.
Smith, J., Staudinger, U. M., & Baltes, P. B. (1994). Occupational settings facilitating wisdom-related knowledge: The sample case of clinical psychologists. Journal of Consulting and Clinical Psychology, 62, 989-999.
Solansky, S. T., Wang, Y., & Quansah, E. (2023). A fear-based view of wisdom: The role of leader fear of failure and psychological empowerment. Business Ethics, the Environment & Responsibility, 32, 154-163.
Staudinger, U. M. (1999). Older and wiser? Integrating results on the relationship between age and wisdom-related performance. International Journal of Behavioral Development, 23, 641-664.
Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36(4), 227-245.
Sternberg, R. J. (2004). What is wisdom and how can we develop it? The Annals of the American Academy of Political and Social Science, 591, 164-174.
Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics. Boston: Pearson Education.
Van Patten, R., Lee, E. E., Daly, R., Twamley, E., Tu, X. M., & Jeste, D. V. (2019). Assessment of 3-dimensional wisdom in schizophrenia: Associations with neuropsychological functions and physical and mental health. Schizophrenia research, 208, 360-369.
Webster, J. D. (2003). An exploratory analysis of a self-assessed wisdom scale. Journal of Adult Development, 10, 13-22.
Webster, J. D. (2007). Measuring the character strength of wisdom. International Journal of Aging and Human Development, 65(2), 163-183. 
Webster, J. D. (2010). Wisdom and Positive Psychosocial Values in Young Adulthood. Journal of Adult Development, 17, 70-80.
Webster, J. D., Weststrate, N. M., Ferrari, M., Munroe, M., & Pierce, T. W. (2018). Wisdom and Meaning in Emerging Adulthood. Emerging Adulthood, 6(2), 118-136.
Yang, S. Y. (2001). Conceptions of wisdom among Taiwanese Chinese. Journal of Cross- Cultural Psychology, 32, 662-680.
Yang, S. Y. (2008). Real-life contextual manifestations of wisdom. International Journal of Aging and Human Development, 67(4), 273–303.
Yang, S. Y. (2011). Wisdom displayed through leadership: Exploring leadership-related wisdom. The Leadership Quarterly, 22, 616–632.
Yang, S. Y. (2013). Wisdom and good lives: A process perspective. New Ideas in Psychology, 31, 194–201.
Yang, S. Y. (2014). Wisdom and learning from important and meaningful life experiences. Journal of Adult Development, 21, 129-146.

فایل ها

سابقه مقاله

  • تاریخ دریافت: 12 اردیبهشت 1402
  • تاریخ بازنگری: 08 خرداد 1402
  • تاریخ پذیرش: 13 خرداد 1402

هم رسانی

ارجاع به این مقاله

آمار