ویژگی‌های روان‌سنجی نسخه فارسی پرسشنامه توانمندی اجتماعی-هیجانی و ارتباط آن با سرزندگی تحصیلی در دانش‌آموزان دوره اول متوسطه ایرانی
محورهای موضوعی : روانشناسی تربیتی
کامیار عظیمی
1
(دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران)
منیجه شهنی‌ییلاق
2
(استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران)
مهرداد خوشناموند
3
(دانشجوی دکتری مدیریت دولتی، واحد شوشتر، دانشگاه آزاد اسلامی، شوشتر، ایران)
کلید واژه: روایی, پایایی, سرزندگی تحصیلی, دوره اول متوسطه, توانمندی اجتماعی-هیجانی,
چکیده مقاله :
این پژوهش با هدف وارسی شاخص های روان‌سنجی نسخه فارسی پرسشنامه توانمندی اجتماعی-هیجانی و تعیین ارتباط آن با سرزندگی تحصیلی در دانش‌آموزان ایرانی انجام گرفت. در مطالعه حاضر، تحلیل عاملی تأییدی، همبستگی هر گویه با نمره کل، آلفای کرونباخ، همبستگی پیرسون، تحلیل رگرسیون چندگانه و تحلیل واریانس چندمتغییری با نمونه ای متشکل از 348 دانش آموز دوره اول متوسطه شهر اهواز (196 نفر دختر و 152 نفر پسر) که با روش نمونه‌گیری خوشه ای چندمرحله ای انتخاب شده بودند، مورد استفاده قرار گرفت. نتایج حاصل از تحلیل عاملی تأییدی یک مدل با برازش مطلوب را برای ساختار پنج عاملی پرسشنامه توانمندی اجتماعی-هیجانی نشان داد. افزون بر این، یافته‌ها بیانگر آن بود پرسشنامه از ضریب پایایی همسانی درونی بالایی برخوردار است. همچنین، بین توانمندی اجتماعی-هیجانی و سرزندگی تحصیلی ارتباط مثبت و معنی‌داری وجود داشت. در نهایت، نتایج تحلیل واریانس چندمتغیری بیانگر آن بود که بین دخترها و پسرها در ابعاد پرسشنامه توانمندی اجتماعی-هیجانی از نظر آماری تفاوت معنی داری وجود دارد. این یافته‌ها نشان می دهد که نسخه فارسی پرسشنامه توانمندی اجتماعی-هیجانی، ابزاری معتبر و قابل اعتماد برای ارزیابی توانمندی اجتماعی-هیجانی در جمعیت دانش‌آموزان ایرانی دوره اول متوسطه است. پیامدهای کاربردی، محدودیت ها و نیازهای تحقیقاتی آینده برای متخصصان، محققان، معلمان در سطح کلاس و مدارس مورد بحث قرار گرفته اند
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.
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Aguilar, P., Lopez-Cobo, I., Cuadrado, F., & Benitez, I. (2019). Social and emotional competences in Spain: A comparative evaluation between Spanish needs and an international framework based on the experiences of researchers, teachers, and policymakers. Frontiers in Psychology, 10(1):1-12.
Boniwell, I., Osin, E. N., & Martinez, C. (2016). Teaching happiness at school: Non-randomized controlled mixed-methods feasibility study on the effectiveness of personal well-being lessons. The Journal of Positive Psychology, 11(1):, 85-98.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford Publications.
Chen, C. Y., Squires, J., & Scalise, K. (2020). Evaluating the dimensionality and psychometric properties of a social-emotional screening instrument for young children. Infants & Young Children, 33(2): 142-159.
Chen, C. Y., Squires, J., Chen, C. I., Wu, R., & Xie, H. (2019). The adaptation and psychometric examination of a social-emotional developmental screening tool in Taiwan. Early Education and Development, 31(1): 27-46.
Collaborative for Academic, Social, and Emotional Learning. (2015). Effective social and emotional learning programs: Middle school and high school. Chicago, IL: Author.
Collie, R. J. (2019). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1): 76-87.
Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H., & Blinkiewicz, M. (2009). Development and evaluation of the social-emotional learning scale. Journal of Psychoeducational Assessment, 27(4): 283-295.
Crowe, L. M., Beauchamp, M. H., Catroppa, C., & Anderson, V. (2011). Social function assessment tools for children and adolescents: A systematic review from 1988 to 2010. Clinical Psychology Review, 31(5): 767-785.
Datu, J. A. D., & Yang, W. (2019). Academic buoyancy, academic motivation, and academic achievement among Filipino high school students. Current Psychology, 38(3):1-8.
Denham, S. A., Wyatt, T. M., Bassett, H. H., Echeverria, D., & Knox, S. S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology & Community Health, 63(1): 37-52.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405-432.
Farnoodian, P., Abolmaali, Kh., & Hashemian, K. (2019). The reability and validity of the socio-emotional learning questionnaire in adolescent girls secondary school in Tehran. Applied Psychological Research Quarterly 10(3): 147-159. [In Persian]
Gresham, F. M., Elliott, S. N., Metallo, S., Byrd, S., Wilson, E., Erickson, M., & Altman, R. (2018). Psychometric fundamentals of the social skills improvement system: Social-emotional learning edition rating forms. Assessment for Effective Intervention, 45(3): 1-16.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lentrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people. Educational and Psychological Measurement, 71(4): 617-637.
Imamgholivand, F., Kadivar, P., & Pasha Sharifi, H. (2018). Psychometric indexes students' of the social emotional competence questionnaire (SECQ). Quarterly of Educational Measurement, 9(33): 79-101. [In Persian]
Jamali Paqale, S., Abedi, A., Jadidi Fiqan, M., Jamali Paqale, Z., & Aqai, E. (2013). A study of psychometric properties of social emotional learning scale in 4th and 5th grade male students in elementary schools of Isfahan. Quarterly of Educational Measurement, 4(13): 193-211. [In Persian]
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4): 1-22.
Kagesten, A., Gibbs, S., Blum, R. W., Moreau, C., Chandra-Mouli, V., Herbert, A., & Amin, A. (2016). Understanding factors that shape gender attitudes in early adolescence globally: A mixedmethods systematic review. PLOS ONE, 11(6): 1-36.
Kats Gold, I., Kopelman-Rubin, D., Mufson, L., & Klomek, A. B. (2020). I Can Succeed for Preschools: A Randomized Control Trial of a New Social-emotional Learning Program. Early Education and Development, 1-17.
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.).New York: Guilford.
Martin, A. J., & Marsh, H. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35(3): 353-370.
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., … & Soloway, G. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4): 291-307.
Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56(1): 193-204.
Rahbar Karbasdehi, F., Abolghasemi, A., & Rahbar Karbasdehi, E. (2018). The effect of social-emotional skills training on motivational beliefs and self- regulated learning strategies in students with specific learning disorder. Biquarterly Journal of Cognitive Strategies in Learning, 6(10): 39-55. [In Persian]
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., & Oberlander, T. F., et al. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1): 52-66.
Tarbetsky, A. L., Martin A. J., & Collie, R. J. (2017). Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy. In E. Frydenberg, A. J. Martin & R. J. Collie (Eds.), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 17-39). Singapore: Springer.
West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2020). Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2): 1-25.
Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education, 4(2): 27-42.
Zych, I., Ortega-Ruiz, R., Munoz-Morales, R., & Llorent, V. J. (2018). Dimensions and psychometric properties of the social and emotional competencies questionnaire (SEC-Q) in youth and adolescents. Revista Latinoamericana de Psicologia, 50(2): 98-106.
_||_Aguilar, P., Lopez-Cobo, I., Cuadrado, F., & Benitez, I. (2019). Social and emotional competences in Spain: A comparative evaluation between Spanish needs and an international framework based on the experiences of researchers, teachers, and policymakers. Frontiers in Psychology, 10(1):1-12.
Boniwell, I., Osin, E. N., & Martinez, C. (2016). Teaching happiness at school: Non-randomized controlled mixed-methods feasibility study on the effectiveness of personal well-being lessons. The Journal of Positive Psychology, 11(1):, 85-98.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford Publications.
Chen, C. Y., Squires, J., & Scalise, K. (2020). Evaluating the dimensionality and psychometric properties of a social-emotional screening instrument for young children. Infants & Young Children, 33(2): 142-159.
Chen, C. Y., Squires, J., Chen, C. I., Wu, R., & Xie, H. (2019). The adaptation and psychometric examination of a social-emotional developmental screening tool in Taiwan. Early Education and Development, 31(1): 27-46.
Collaborative for Academic, Social, and Emotional Learning. (2015). Effective social and emotional learning programs: Middle school and high school. Chicago, IL: Author.
Collie, R. J. (2019). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1): 76-87.
Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H., & Blinkiewicz, M. (2009). Development and evaluation of the social-emotional learning scale. Journal of Psychoeducational Assessment, 27(4): 283-295.
Crowe, L. M., Beauchamp, M. H., Catroppa, C., & Anderson, V. (2011). Social function assessment tools for children and adolescents: A systematic review from 1988 to 2010. Clinical Psychology Review, 31(5): 767-785.
Datu, J. A. D., & Yang, W. (2019). Academic buoyancy, academic motivation, and academic achievement among Filipino high school students. Current Psychology, 38(3):1-8.
Denham, S. A., Wyatt, T. M., Bassett, H. H., Echeverria, D., & Knox, S. S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology & Community Health, 63(1): 37-52.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405-432.
Farnoodian, P., Abolmaali, Kh., & Hashemian, K. (2019). The reability and validity of the socio-emotional learning questionnaire in adolescent girls secondary school in Tehran. Applied Psychological Research Quarterly 10(3): 147-159. [In Persian]
Gresham, F. M., Elliott, S. N., Metallo, S., Byrd, S., Wilson, E., Erickson, M., & Altman, R. (2018). Psychometric fundamentals of the social skills improvement system: Social-emotional learning edition rating forms. Assessment for Effective Intervention, 45(3): 1-16.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lentrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people. Educational and Psychological Measurement, 71(4): 617-637.
Imamgholivand, F., Kadivar, P., & Pasha Sharifi, H. (2018). Psychometric indexes students' of the social emotional competence questionnaire (SECQ). Quarterly of Educational Measurement, 9(33): 79-101. [In Persian]
Jamali Paqale, S., Abedi, A., Jadidi Fiqan, M., Jamali Paqale, Z., & Aqai, E. (2013). A study of psychometric properties of social emotional learning scale in 4th and 5th grade male students in elementary schools of Isfahan. Quarterly of Educational Measurement, 4(13): 193-211. [In Persian]
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4): 1-22.
Kagesten, A., Gibbs, S., Blum, R. W., Moreau, C., Chandra-Mouli, V., Herbert, A., & Amin, A. (2016). Understanding factors that shape gender attitudes in early adolescence globally: A mixedmethods systematic review. PLOS ONE, 11(6): 1-36.
Kats Gold, I., Kopelman-Rubin, D., Mufson, L., & Klomek, A. B. (2020). I Can Succeed for Preschools: A Randomized Control Trial of a New Social-emotional Learning Program. Early Education and Development, 1-17.
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.).New York: Guilford.
Martin, A. J., & Marsh, H. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35(3): 353-370.
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., … & Soloway, G. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4): 291-307.
Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56(1): 193-204.
Rahbar Karbasdehi, F., Abolghasemi, A., & Rahbar Karbasdehi, E. (2018). The effect of social-emotional skills training on motivational beliefs and self- regulated learning strategies in students with specific learning disorder. Biquarterly Journal of Cognitive Strategies in Learning, 6(10): 39-55. [In Persian]
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., & Oberlander, T. F., et al. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1): 52-66.
Tarbetsky, A. L., Martin A. J., & Collie, R. J. (2017). Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy. In E. Frydenberg, A. J. Martin & R. J. Collie (Eds.), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 17-39). Singapore: Springer.
West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2020). Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2): 1-25.
Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education, 4(2): 27-42.
Zych, I., Ortega-Ruiz, R., Munoz-Morales, R., & Llorent, V. J. (2018). Dimensions and psychometric properties of the social and emotional competencies questionnaire (SEC-Q) in youth and adolescents. Revista Latinoamericana de Psicologia, 50(2): 98-106.