ساخت، اعتباریابی، رواسازی و هنجاریابی مقیاس انتظار- ارزش- سود- هزینه در میان دانشجویان دانشگاه بوعلی سینا
محورهای موضوعی : روانشناسیخسرو رشید 1 , آرزو دلفان بیرانوند 2
1 - دانشیار گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران
2 - دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم اجتماعی و اقتصاد، دانشگاه بوعلی سینا، همدان، ایران
کلید واژه: روایی, پایایی, هنجاریابی, دانشجویان, مقیاس انتظار- ارزش- سود- هزینه,
چکیده مقاله :
این پژوهش با هدف ساخت، اعتبار یابی، رواسازی و هنجاریابی مقیاس انتظار-ارزش-سود- هزینه در میان دانشجویان دانشگاه بوعلی سینا انجام شد. روش پژوهش توصیفی از نوع همبستگی و جامعه آماری شامل کلیه دانشجویان دانشگاه بوعلی سینا در سال تحصیلی 99-1398 بود. اندازه نمونه شامل تعداد 395 نفر بودند که به شیوه نمونه گیری تصادفی خوشه ای چند مرحله ای انتخاب شدند و مقیاس پژوهشگرساخته را تکمیل کردند. روش های تحلیل عبارت بودند از : تحلیل عاملی اکتشافی و تأییدی، روایی محتوایی، روایی همزمان و ضریب آلفای کرونباخ. نتایج تحلیل عامل اکتشافی، انتظار، ارزش، سود، هزینه روانشناختی، و هزینه موقعیتی را به عنوان 5 عامل مقیاس نشان داد. تحلیل عاملی تاییدی مرتبه اول و دوم، نتایج حاصل از تحلیل عاملی اکتشافی مقیاس را تأیید کرد. ضریب پایایی ابزار با استفاده از ضریب آلفای کرونباخ برای کل مقیاس 848/0، و برای زیر مقیاس های انتظار، ارزش، سود، هزینه های روانشناختی، و هزینه های موقعیتی به ترتیب 898/0، 899/0، 793/0، 862/0، 778/0 به دست آمد.
This study was conducted with the aim of developing, validation, reliability, and normalization of Expectancy- Value – Benefit - Cost Scale among students of Bu-Ali Sina University. The research method was descriptive-correlational, and the statistical population included all students of Bu-Ali Sina University in the academic year of 2019-2020. The sample size included 395 students were randomly selected through multi-stage cluster sampling method, and they completed the researcher-made scale. Methods of analysis included: exploratory and confirmatory factor analysis, content validity, and concurrent validity, and Cronbach alpha coefficient. The results of exploratory factor analysis extracted 5 factors named expectation, value, benefit, psychological cost, and situational cost. Moreover, first and second order confirmatory factor analysis confirmed the results of exploratory factor analysis of the scale. The estimated Cronbach alpha reliability coefficients for the whole scale was 0.848, and for expectation, value, benefit, psychological costs, and situational costs were 0.898, 0.899, 0.793, 0.862, and 0.778 respectively.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Barron K.E., & Hulleman, C.S.(2015) Expectancy-value-cost model of motivation. In: Eccles JS, Salmelo-Aro K, editors .International Encyclopedia of Social and Behavioral Sciences: Motivational Psychology. 2nd ed. New York: NY: Elsevier
Bruinsma, M. (2004). Motivation, cognitive processing and achievement in higher education. Journal of Learning and Instruction. 14. P: 549–568.
Camacho, A., Alves, R.A.,& Boscolo, P. (2020). Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century. Educational Psychology Review, https://doi.org/10.1007/s10648-020-09530-4.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination.
Durik, AM., Vida, M.,& Eccles, JS.(2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology. 98: 382-393.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
Eccles (Parsons), J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation. In N. Eisenberg (Ed.), Handbook of Child Psychology, Vol. 3 (5th ed., pp. 1017–1095). New York: Wiley.
Elliot, A. J., Harackiewicz, J. M. (1996). Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. https://doi.org/10.1037 //0022-3514.70.3.461.
Flake, J.K. (2012). Measuring cost: The forgotten component of expectancy-value theory (Unpublished master’s thesis). James Madison Univerisity, Harrisonburg, VA.
Flake, JK., Barron, KE., Hulleman, C., McCoach, BD., & Welsh, ME. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology. 41: 232-44.
Ghodsi, A., Tale Pasand, S., Rezaei, A., & Mohammadi Far, M. (2019). Background of academic conflict: A model test based on Expectation-value theory. Journal of Educational Psychology, 51, 231-257.
Graham, S., & Weiner, B. (2011). Motivation: Past, present, future. In K. Harris, S.
Grays, MP. (2013). Measuring motivation for coursework across the academic career: A longitudinal invariance study [dissertation]. Harrisonburg VA: James Madison University.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.
Jackson, D.L. (2003). "Revisiting sample size and number of parameter estimates: Some support for the N: q hypothesis". Structural Equation Modeling, 10: 128–141.
Kline, R.B. (2010). Principles and practice of structural equation modeling (3rded.). New York: Guilford Press.
Kosovich, JJ., Hulleman, CS., Barron, KE., & Getty, S. (2014).A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School. Journal of Early Adolescence. 35(5): 790- 816.
Lai, E. R. (2011). Motivation: A Literature Review.1-44. http://www.pearsonassessments.com/research
Lawrence, A. (2014). Relationship between study habits and academic achievement of higher secondary school students. Online Submission. 4 (6):143–145
Lemos, M. S., & Verissimo, L. (2013). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia – Social and Behavioural Science, 112, 930 – 938. Of behavior. Psychological Inquiry, 11, 227–268. https://doi.org/10.1207/s15327965 pli1104_01.
Lipnevich, A.A., Preckel, F., & Roberts, R.D. (2016). Psychosocial Skills and School Systems in the 21st Century: Theory, Research, and Practice. New York, USA; pp: 241-287.
Lipnevich, A.A., Preckel, F., Roberts, R.D. (2016). Psychosocial Skills and School Systems in the 21st Century: Theory, Research, and Practice. New York, USA; 2016, pp: 241-287.
Rashid, K., Yaqubi, A., & Karimi, K. (2020). Validation of expectation-value-cost scale in students of Hamadan University of Medical Sciences and Bu Ali Sina University. Iranian Journal of Medical Education, 20(6), 43-53.
Schunk, D. H. Pintrich., P. R. & Meece, J. L. (2008). Motivation in education: Theory, Research and applications (3rd ed). Upper Saddle Rivev, NJ: Pearson Education.
Watkinson, E. J., Dwyer, S. A., & Nielsen, A. B. (2005). Children theorize about reasons for recess engagement: Does expectancy-value theory apply? Adapted Physical Activity Quarterly, 22, 179-197.
Weiner, B. (1985). An attributional theory of achievement, motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1007/978-1-4612-4948-1.
Wentzel, K., & Miele, D. (2016). Overview. In K. Wentzel & D.Miele (Eds.), Handbook of Motivation at School (pp. 1–8). New York: Routledge.
Wigfield, A., & Cambria, J. (2010). Expectancy-value theory: Retrospective and prospective. In T. C. Urdan & S. A. Karabenick (Eds.), the decade ahead: Theoretical perspectives on motivation and achievement (Vol. 16, pp. 74-146).Bingley, UK: Emerald Group Publishing Limited.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
_||_