تحلیل روانسنجی مقیاس هوشهیجانی ادراکشده در معلمان
محورهای موضوعی : آموزش و پرورش
سارا ابراهیمی
1
(دانشجوی دکتری روان‌شناسی تربیتی دانشگاه شهید بهشتی)
حسین پور شهریار
2
(استادیار روان‌شناسی دانشگاه شهید بهشتی)
امید شکری
3
(استادیار راون‌شناسی دانشگاه شهید بهشتی)
کلید واژه: تحلیل عاملی تأییدی, تحلیل مولفههای اصلی, روایی عاملی, مقیاس هوشهیجانی ادراکشده,
چکیده مقاله :
پژوهش حاضر با هدف آزمون کفایت روانسنجی مقیاس هوشهیجانی ادراکشده(Brackett & Mayer, 2003) در بین گروهی از معلمان شهرستان نور انجام شد. در مطالعه همبستگی حاضر 203 معلم(104 مرد و99 زن) به مقیاس هوشهیجانی ادراکشده و سیاهه فرسودگیشغلی(Maslach, Jackson & Leiter, 1996) پاسخ دادند. بهمنظور تعیینروایی عاملی مقیاس هوشهیجانی ادراکشده از روشهای آماری تحلیل عامل اکتشافی و تحلیل عامل تأییدی و بهمنظور بررسی همسانی درونی آن از ضرایب آلفای کرونباخ استفاده شد. همچنین، بهمنظور مطالعه روایی سازه، ضریب همبستگی بین هوشهیجانی ادراکشده و فرسودگیشغلی گزارش شد. نتایج تحلیل مولفههای اصلی با استفاده از چرخش واریماکس نشان داد که مقیاس هوشهیجانی ادراکشده از پنج عامل مدیریتاجتماعی، مدیریتهیجانات خود، فهم هیجان، استفاده از هیجان و ادراکهیجان تشکیل شدهاست. شاخصهای برازش تحلیل عامل تأییدی بر پایه نرمافزار LISREL، وجود این عوامل پنجگانه را تأیید کرد. نتایج مربوط به همبستگی بین ابعاد هوشهیجانی ادراک شده با ابعاد فرسودگیشغلی بهطور تجربی از روایی سازه مقیاس هوشهیجانی ادراکشده حمایت کرد. مقادیر ضرایب همسانی درونی نیز برای ابعاد مختلف مقیاس(90/0-60/0a=) مطلوب گزارش شد. درمجموع، یافتههای مطالعه حاضر نشان داد که مقیاس هوشهیجانی ادراک شده برای سنجش هوشهیجانی ادراکشده در معلمان ابزاری روا و پایا است.
The purpose of the present study was to investigate psychometric adequacy of the Perceived Emotional Intelligence Scale (PEIS, Brackett & Mayer, 2003) among Noor teachers. 203 teachers (104 male, 99 female) completed the PEIS and the Maslach Burnout Inventory (MBI, Maslach, Jackson & Leiter, 1996). The exploratory and confirmatory factor analysis methods and internal consistency were used to compute the PEIS's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the PEIS, we computed correlations between different dimensions of PEIS with MBI. The results of principal component analysis (PC) and varimax rotation replicated 5-factor structure of the social management, managing emotion (self), understanding emotion, use of Emotion & perceiving emotion in the Iranian sample. Goodness-of-fit indices of confirmatory factor analysis confirmed the 5 extracted factors. Correlational analyses between PEIS's factors with MBI's factors provided initial evidence for the PEIS convergent validity. Internal consistency for the PEIS's factors was desirable (a=0/60-0/90). In sum, these findings provide evidence for the validity and reliability of the PEIS as an instrument to measure of perceived emotional intelligence among Iranian teachers.
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