• صفحه اصلی
  • رواسازی و اعتباریابی نسخه فارسی پرسش‌نامه اضطراب رایانه دانش‌آموزان

اشتراک گذاری

آدرس مقاله


کد مقاله : 1287-ICTEDU (R4) بازدید : 306 صفحه: 117 - 141

نوع مقاله: پژوهشی

رواسازی و اعتباریابی نسخه فارسی پرسش‌نامه اضطراب رایانه دانش‌آموزان

محورهای موضوعی : فن‎آوری اطلاعات

مهرک رحیمی 1 , سمانه یدالهی 2

1 - استادیار گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
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.

منابع و مأخذ:


  1. Afshari, Z., & Sheibani, I. (2004). Investigation of the effect of IT on gender discrimination. The Journal of Economic Studies, 66, 1-23. (in Persian)
    2.
  2. Akbari, M., Rezaeean, H., & Moadi, M. (2007). Investigation of emotional intelligence among Arak University students and its relationship with computer anxiety. Quarterly of Psychological Health, 36, 6. (in Persian).
    3.
  3. Akbari-Pourang, M., & Rezaeean, H. (2008). Computer anxiety among Arak University students and its relationship with computer self-efficacy. Iranian Journal of Psychiatry and Clinical Psychology, 52, 12. (in Persian).
    4.
  4. Ahmadi Deh- Ghotboddini, M. (2010). The impact of computer self-efficacy on components of Davis’s Technology Acceptance Model: New perspectives of social psychology. Quarterly of Cognitive Psychology, 25, 51. (in Persian).
    5.
  5. Amini, K., Amini, A., Yaghoubi, M., & Amini, D. (2007). High-school students and computer games. Iranian Psychologists, 4(14), 189-198. (in Persian).
    6.
  6. Arigbabu, A. (2006). Evidence of computerphobia in Nigerian education majors. Psychological Reports, 98(2), 433-436.
    7.
  7. Backhoff, E., Larrazolo, N., & Rosas, M. (2000). The level of difficulty and discrimination power of the Basic Knowledge and Skills Examination (EXHCOBA). Revista Electrónica de Investigación Educativa, 2(1). Retrieved from http://redie. uabc.mx/vol2no1/contents-backhoff.html
    8.
  8. Baloglu, M., & Cevik, V. (2009). A multivariate comparison of computer anxiety levels between candidate and tenured school principals. Computers in Human Behavior, 25, 1102-1107.
    9.
  9. Bandalos, D., & Benson, J. (1990). Testing the factor structure invariance of a computer attitude scale over two grouping conditions. Educational and Psychological Measurement, 50(1), 49-60.
    10.
  10. Bastani, S., & Mizban, S. (2007). Digital gender divide in computer and the Internet: Investigation of students of Tehran universities. Women Studies, 1, 45-64. (in Persian).
    11.
  11. Bates, R., & Khasawneh, S. (2007). Self-efficacy and college students’ perceptions and use of online learning systems. Computers in Human Behavior, 23, 175-191.
    12.
  12. Beckers, J., & Schmidt, H. (2003). Computer experience and computer anxiety. Computers in Human Behavior, 19, 785-797.
    13.
  13. Bozionelos, N. (2001). Computer anxiety: Relationship with computer experience and prevalence. Computers in Human Behavior, 17, 213-224.
    14.
  14. Braten, I., & Stromso, H. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22, 1027-1042.
    15.
  15. Brown, S., Fuller, R., & Vician, C. (2004). Who’s afraid of the virtual world? Anxiety and computer-mediated communication. Journal of the Association for Information Systems, 5, 99-107.
    16.
  16. Byrne, B. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. NY: Routledge.
    17.
  17. Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60, 148-158
    18.
  18. Chou, J., & Tsai, H. (2009). On-line learning performance and computer anxiety measure for unemployed adult novices using a grey relation entropy method. Information Processing and Management, 45(2), 200-215.
    19.
  19. Cohen, B. A., & Waugh, G. W. (1989). Assessing computer anxiety. Psychological Reports, 65, 735-738.
    20.
  20. Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perception and behavioral impacts. International Journal of Man-Machine Studies, 38, 475-87.
    21.
  21. Delavar, A., & Zahrakar, K. (2008). Assessment and measurement in psychology. Tehran: Arasbaran Publictions.
    22.
  22. Durndell, A., & Haag, Z. (2002). Computer self-efficacy, computer anxiety, attitude to the Internet and reported experience with the Internet, by gender, in an east European sample. Computers in Human Behavior, 18, 521-535.
    23.
  23. Gibson, P., Stringer, K., Cotten, S., Simoni, Z., O'Neal, L. T. J., & Howell-Moroney, M. (2013). Changing teachers, changing students? The impact of a teacher-focused intervention on students' computer usage, attitudes, and anxiety. Computers & Education, 71, 165-174.
    24.
  24. Gordon, C., Killey, M., Shevlin, M., Mcilroy, D., & Tierney, K. (2003). The factor structure of the computer anxiety rating scale and the computer thoughts survey. Computers in Human Behavior, 19, 291-298.
    25.
  25. Havelka, D., & Beasley, F. (2007). An examination of the factor structure of the computer anxiety rating scale. Journal of College Teaching and Learning, 1, 51-56.
    26.
  26. Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51, 1499-1509.
    27.
  27. Homan, H. (2001). Multivariate analyses in behavioral studies. Tehran: Parsa Publication. (in Persian).
    28.
  28. Imhof, M., Vollmeyer, R., & Beierlein, C. (2007). Computer use and the gender gap: The issue of access, use, motivation, and performance. Computers in Human Behavior, 23, 2823-2837.
    29.
  29. Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Education Technology Research and Development, 58, 137-154.
    30.
  30. Jafary Terujeni, S., Lavasani, M. G., Karamdust, N., & Hassanabadi, H. (2013). The role of prior experience, self-efficacy, and computer anxiety in teacher’s computer use and acceptance. Journal of Psychology, 16, 405-421. (in Persian).
    31.
  31. Korukonda, A. (2007). Differences that do matter: A dialectic analysis of individual characteristics and personality dimensions contributing to computer anxiety. Computers in Human Behavior, 23, 1921-1942.
    32.
  32. Latifi, S., Allahkarami, A., & Babamoradi, A. (2013). Predicting teachers’ computer anxiety based on their personality traits and emotional intelligence. Information and Communication Technology in Educational Psychology, 2, 131-148. (in Persian).
    33.
  33. Lavasani, M. G. (2003). Investigating the relationship of individual differences with computer anxiety among Tehran university students. The Quarterly of Psychology and Educational Psychology, 32, 109. (in Persian).
    34.
  34. Lavasani, M., G. (2004). Structural equation modeling of computer anxiety among Tehran university students. Journal of Psychology & Education, 34, 77-97. (in Persian).
    35.
  35. Lee, J., Lai Hong, N., & Lai Ling, N. (2002). An analysis of students’ preparation for the virtual learning environment. The Internet and Higher Education, 4, 231-242.
    36.
  36. Mcilroy, D., Sadler, C., & Boojawon, N. (2007). Computer phobia and computer self-efficacy: their association with undergraduates’ use of university computer facilities. Computers in Human Behavior, 23, 1285-1299.
    37.
  37. Mohammadi, S., Shafei, R., & Salehi, N. (2013). A model of computer anxiety among Sport Organization of Iran. The Study of Sport Management, 20, 205-220. (in Persian).
    38.
  38. Montazer, G., Nasiri Saleh, F., & Fathian, M. (2007). A model for information literacy development in Iran. Research and Planning in Higher Education, 2(44), 109-130. (in Persian).
    39.
  39. Popovich, P., Gullekson, N., & Morris, S. (2008). Comparing attitudes towards computer usage by undergraduates from 1986 to 2005. Computers in Human Behavior, 24(3), 986-992.
    40.
  40. Powell, A. (2013). Computer anxiety: Comparison of research from the 1990s and 2000s. Computers in Human Behavior, 29, 2337-2381.
    41.
  41. Rahimi, M., & Yadollahi, S. (2011a). A study on the relationship between high-school students’ computer anxiety with their field of study, gender, and English language achievement. Quarterly Journal of Educational Innovations, 10(39), 51-74. (in Persian).
    42.
  42. Rahimi, M., & Yadollahi, S. (2011b). ICT Use in EFL Classes: A focus on EFL teachers’ characteristic. World Journal of English Language, 2, 17-29.
    43.
  43. Rogers, E. (2003). The Diffusion Of Innovations (5th ed.). New York, NY: Free Press.
    44.
  44. Rovai, A., & Childress, M. (2003). Explaining and predicting resistance to computer anxiety reduction among teacher education students. Journal of Research on Technology in Education, 35(2), 226-235.
    45.
  45. Salimi, M., Shahbaz-Moradi, S., & Bamdad-Soufi, J. (2006). Developing and validating Likert scales with research orientation in management. The Journal of Management Knowledge, 80, 41-60. (In Persian).
    46.
  46. Sarabadani, L., Belroodi, A., & Ghyasi, M. (2011). Investigation of the relationship between computer anxiety, academic achievement, self-esteem, and gender among Janbaz and Isargar students of Tehran. The Journal of Janbaz Medicine, 13, 15. (in Persian).
    47.
  47. Sarmad, Z., Bazargan, A., & Hejazi, e. (2004). Research methods in behavioral sciences. Tehran: Agah Publications. (in Persian)
    48.
  48. Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.
    49.
  49. Sobhaninejad, M., Norowz, A., Amani, J., & Hayat, A., A. (2010). Exploring the role of organizational support, experience, computer anxiety and self-efficacy in predicting anxiety. The Journal of Educational Psychology Studies, 11, 45. (in Persian).
    50.
  50. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27, 425-478.
    51.
  51. Wang, Y. (2007). Development and validation of a mobile computer anxiety scale. British Journal of Educational Technology, 38, 990-1009.
    52.
  52. Weil, M. M., & Rosen, L. D. (1995). The psychological impact of technology from a global perspective: A study of technological sophistication and computer anxiety in university students from twenty-three countries. Computers in Human Behavior, 11(1), 95-133.
    53.
  53. Yousefi Saeedabadi, R., & Mohseni, S. (2012). The relationship between students’ digital gap and computer anxiety. Quarterly of Information and Communication Technology in Educational Psychology, 2, 83-105 (in Persian).
    54.
  54. Zaki, M. (2012). Testing and validating of the Computer Anxiety Scale (CAS) among male and female trainees of computer institutes in Esfahan. Information and Communication Technology in Educational Sciences, 2(4(8)),5-28. (in Persian).
    55.

سکوی نشر دانش

سند یا سکوی نشر دانش ،سامانه ای جهت مدیریت حوزه علمی و پژوهشی نشریات دانشگاه آزاد می باشد

پیوندهای سایت

مراکز مرتبط

پشتیبانی

صفحات رسمی

حقوق این وب‌سایت متعلق به سامانه مدیریت نشریات دانشگاه آزاد اسلامی است.
حق نشر © 1403-1400

صفحه اصلی| عضویت/ ورود| درباره سند| تماس با ما|
[English] [العربية] [en] [ar]