بررسی ویژگی‌های روان‌سنجی برنامۀ کوئین در کودکان پیش‌دبستانی
محورهای موضوعی : تربیتی
معصومه بذول نژاد
1
(دکتری روان‌شناسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران.)
جهانشاه محمدزاده
2
(دانشیار گروه علوم اجتماعی، دانشگاه ایلام، ایلام، ایران.)
وحید احمدی
3
(استادیار گروه روان‌شناسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران.)
کورش سایه میری
4
(دانشیار گروه روان‌شناسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران.)
شهرام مامی
5
(استادیار گروه روان‌شناسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران.)
کلید واژه: ویژگی‌های روان‌سنجی, برنامۀ کویین, کودکان پیش‌دبستانی,
چکیده مقاله :
هدف این پژوهش، بررسی ویژگی های روان سنجی برنامۀ کویین در کودکان پیش دبستانی بود و روش تحقیق، شبه‌آزمایشی و در چارچوب یک طرح روان سنجی بود. جامعۀ آماری این پژوهش تمام کودکان پنج‌سالة حاضر در مهدکودک های مولود شهر تهران در سال تحصیلی 97- 1396 بودند و بدین منظور، 80 نفر از کودکان به همراه مادرانشان، با شیوۀ نمونه‌گیری دردسترس انتخاب شدند. ابزار پژوهش، مقیاس هوش کودکان استنفورد- بینه (Roid, 2005)، پرسشنامۀ میزان امنیت دلبستگی کودک کیوست (Waters, 1987)، پرسشنامۀ انگیزۀ انجام کار در کودکان (Kielhofner & Geist, 1998)، پرسشنامۀ تحمل ناکامی (Harrington, 2005) و پرسشنامۀ خودکنترلی (Kendall & Wilcox, 1979) بود. برای تحلیل داده ها از تحلیل عاملی اکتشافی استفاده شد. نتایج حاصل از تحلیل داده ها نشان داد که مؤلفه های پیروی از علائق خود، پشتکار، مهارت های زبانی، دانش/درک مطلب، حافظه، توانایی ریاضی، استدلال دیداری فضایی، مهارت های شناختی و مهارت های حرکتی ظریف بیشترین بار عاملی را با عامل شناختی داشتند. مؤلفۀ کنجکاوی، تحمل شکست، خودکنترلی با عامل انگیزشی و دلبستگی با عامل ارتباطی همبستگی داشتند. سه عامل شناختی، انگیزشی و ارتباطی 35/71 درصد از واریانس کل را تبیین کردند. در نتیجه مشاوران و درمانگران برای بهبود عوامل شناختی، انگیزشی و ارتباطی کودکان می‌توانند از برنامۀ کوئین استفاده کنند.
The aim of this study was to investigate psychometric properties of quinn program in preschool children. The research method was quasi-experimental and within the framework of a psychometric design. The statistical population of this study included all five year children at Moloud kindergartens in Tehran at the academic year 2017-18. For this purpose, 80 children with their mothers were selected by available sampling. The instrument for the study of the Stanford- Binet Intelligence Scale (Roid, 2005), Q-Set Attachment Security Questionnaire (Waters, 1987), Motivation for Doing Work in Children (Kielhofner & Geist, 1998), Failure Tolerance Questionnaire (Harrington, 2005), and Self- Control Questionnaire (Kendall & Wilcox, 1979). Exploratory Factor Analysis was used for data analysis. The results of data analysis showed that the components of follow of interests self, perseverance, perseverance, Language skills, knowledge/ comprehension, memory, math abilities, spatial visual argumentation, cognitive skills and skills the finite movement were the highest correlation with cognitive factor. The components curiosity, tolerate failure, and self-control with motivational factor; and attachment with communicational factor were correlated. The three cognitive, motivational and communication factors explain 71.37 percentage of the total variance. Therefore, it is suggested that counselors and therapists can use the Quinn program for improve the cognitive, motivational and communicative factors of children.
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