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کد مقاله : 1287-ICTEDU (R4) بازدید : 236 صفحه: 117 - 141

نوع مقاله: پژوهشی

رواسازی و اعتباریابی نسخه فارسی پرسش‌نامه اضطراب رایانه دانش‌آموزان

محورهای موضوعی : فن‎آوری اطلاعات

مهرک رحیمی 1 (استادیار گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران)
سمانه یدالهی 2 (کارشناس ارشد آموزش زبان انگلیسی، اداره آموزش و پرورش استان فارس، شیراز، ایران)

تاریخ دریافت : 1393/01/12 تاریخ پذیرش : 1393/12/16 تاریخ انتشار : 1393/05/10

کلید واژه: پرسش‌نامه, اعتباریابی, اضطراب رایانه, ‌روایی‌سازی,

چکیده مقاله :

با توجه به گسترش روز افزون به‌کارگیری فن‌آوری در آموزش، مطالعه سازه‌ های مرتبط با نحوه تعامل دانش‌آموزان با رایانه و سایر ابزار‌های فن‌آوری از اهمیت ویژه‌ ای برخوردار است. یکی از این سازه ‌های مرتبط، اضطراب رایانه است که باعث ایجاد دلهره، سردرگمی، ترس و در نهایت اجتناب از کار با رایانه می ‌شود. نظر به اهمیت سنجش این سازه در بین کاربران فن‌آوری در محیط‌ های آموزشی، پژوهش حاضر، به بررسی اعتبار‌یابی و رواسازی مقیاس درجه‌بندی اضطراب رایانه (Weil & Rosen, 1995) که اساساً برای کاربران محیط‌های آموزشی، خصوصاً دانش‌آموزان طراحی شده، پرداخته است. بدین منظور، نسخه فارسی مقیاس درجه‌بندی اضطراب رایانه بین 789 دانش‌آموز دبیرستانی که توسط روش نمونه‌ گیری خوشه ‌ای تصادفی انتخاب شده بودند، توزیع شد و تحقیق به روش پیمایشی انجام شد. به منظور بررسی ساختار عاملی و اعتبار و روایی پرسش‌نامه، از روش تحلیل گویه ‌ها (محاسبه ضریب تمییز و روش لوپ)، تحلیل عاملی اکتشافی، تحلیل عاملی تأییدی و محاسبه ضریب آلفای کرونباخ برای کل پرسش‌نامه و عامل‌ها استفاده شد. نتیجه تحلیل گویه‌ها نشان داد که 18 گویه از 20 گویه پرسش‌نامه مناسب استفاده در محاسبات هستند. تحلیل عاملی اکتشافی، 3 عامل را شناسایی نمود. تحلیل عاملی تأییدی نیز نشان داد که الگوی سه عاملی این پرسش‌نامه برازندگی قابل قبولی با داده‌ها دارد. اعتبار ابزار با استفاده از روش همسان‌سازی درونی محاسبه شد و آلفای 90/0 نشان داد که مقیاس از اعتبار خوبی برخوردار است. در نتیجه می‌توان گفت نسخه ترجمه شده پرسش‌نامه برای استفاده در پژوهش ‌های مربوط به فن‌آوری در بین دانش‌آموزان ایرانی مقیاس قابل قبولی است.

چکیده انگلیسی:

With the rapid spread of using technology in education, investigating constructs relating to how students interact with computers and other technological tools is of vital importance. One of these constructs is computer anxiety that causes apprehension, confusion, fear, and finally withdrawal from working with computer. Due to the importance of measuring this construct among users of academic centers, this study investigated the psychometric characteristics of the Persian version of Computer Anxiety Rating Scale (CARS) (Weil & Rosen, 1995) among Iranian high-school students. To attain this goal, the translated version of CARS was distrusted among 789 high-school students who were selected randomly. To calculate validity and reliability of the scale, item analysis (item discrimination coefficient and Loope method), exploratory factor analysis, confirmatory factor analysis, and internal consistency method were used. The result revealed that 18 items out of 20 items of the scale are statistically and psychometrically suitable for Iranian high-school population. The result of exploratory factor analysis detected 3 factors. The result of confirmatory factor analysis showed that there was a good fit with the suggested model and the gathered data. Cronbach’s alpha of the 18-item scale was found to be 0.90. The findings showed that the translated Persian version was a reliable and valid instrument to measure Iranian high-school students’ computer anxiety.

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