مقیاس توسعه دارایی های رشدی؛ نسخه کوتاه پرسشنامه و شاخص های روانسنجی
زهرا آقاجانی فشارکی
1
(
دانشجو دکتری، گروه مشاوره، واحد خمینی شهر، دانشگاه آزاد اسلامی، خمینی شهر، ایران
)
محمدرضا عابدی
2
(
استاد، گروه مشاوره، دانشکده روان شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران.
)
سید اسماعیل موسوی
3
(
استادیار، گروه مشاوره، واحد خمینی شهر، دانشگاه آزاد اسلامی، خمینی شهر، ایران
)
کلید واژه: دارایی های رشد درونی, دارایی¬های رشد بیرونی, نوجوانان,
چکیده مقاله :
دارايي هاي رشدي مجموعه اي از تجربيات، منابع و فرصت هاي رشدي است، كه هر يك از آنها در نتايج مهم مربوط به سلامتي نقش آفريني مي كنند؛ نتايجي كه شامل كاهش رفتارهايي كه سلامتي را به خطر مي اندازند و افزايش پيامدهاي مثبت و مترقي مانند موفقيت تحصيلي می باشند، لذا هدف از پژوهش حاضر بررسی روایی و پایایی پرسشنامه دارایی های رشدی (تحولی) بود. این پزوهش از نظر هدف کاربردی و از نظر روش اجرا، توصیفی پیمایشی بود. جامعه آماری برای این پژوهش، کلیه دانش آموزان 15تا 18 سال شهر اصفهان بودند. که تعداد 248 دانشآموز به روش نمونه گیری خوشه ای انتخاب شدند. برای اعتباریابی پرسشنامه از مدل معادلات ساختاری و نرمافزارهایSmartPLS-3و SPSS-20 استفاده گردید. مدل اندازه‌گیری داراییهای رشد درونی و بیرونی بر روی نمونه، برازش شد که بعد از اصلاح مدل و حذف سوالات با بار عاملی کمتر از 4/0، 35 سوال با 8 خرده مقیاس ارزش مثبت(6 سوال)، استفاده از زمان(2 سوال) ، تعهد به یادگیری(4 سوال)، توانمندسازی(4 سوال)، حمایت(5 سوال)، شایستگی اجتماعی(3 سوال)، محدودیت(5 سوال) و هویت(6 سوال) از نظر شاخصهای آلفای کرونباخ، پایایی ترکیبی، روایی همگرا و واگرا مورد تایید قرار گرفت. همچنین مدل ساختاری با شاخصهای R2وQ2 و مدل کلی با شاخص GOF ارزیابی و تایید شد
چکیده انگلیسی :
Developmental assets are a set of experiences resources, and opportunities for developmental, each of which plays a role in important health-related outcomes; outcomes that include reducing behaviors that endanger health and increasing positive and progressive outcomes such as academic success, so the purpose of the present study was to examine the validity and reliability of the Developmental Assets Questionnaire. This study was applied in terms of purpose and descriptive survey in terms of method. The statistical population for this study was all students aged 15 to 18 in Isfahan. 120 students were selected using cluster sampling. Structural equation modeling and SmartPLS3 and SPSS 20 software were used to validate the questionnaire. The model for measuring intrinsic and extrinsic developmental assets was fitted to the sample. After modifying the model and removing questions with factor loadings less than 0.4, 35 questions with eight subscales of positive value (6 questions), time use (2 questions), commitment to learning (4 questions), empowerment (4 questions), support (5 questions), social competence (3 questions), limitations (5 questions), and identity (6 questions) were approved in terms of Cronbach's alpha, composite reliability, convergent and divergent validity. Also, the structural model was evaluated and approved with R2 and Q2 indices and the overall model with the GOF index
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