ساخت و هنجاریابی پرسشنامۀ سنجش میزان خردمندی (WMQ) دانش‌آموزان متوسطۀ اول شهر اصفهان
محورهای موضوعی : روانشناسی
محمدعلی سلمانی اردانی
1
,
منصوره شهریاری احمدی
2
,
مهدی دوایی
3
1 - دانشجوی دکتری روان شناسی و آموزش کودکان استثنایی، دانشگاه آزاد اسلامی، واحد تهران مرکز ، تهران، ایران
2 - استادیار گروه روان شناسی و آموزش کودکان استثنایی، دانشگاه آزاد اسلامی، واحد تهران مرکز ، تهران، ایران.
3 - استادیار گروه علوم تربیتی دانشکده روان شناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد تهران مرکز، تهران، ایران
کلید واژه: دانش‌آموزان متوسطۀ اول, تحلیل عاملی, خردمندی, پرسشنامۀ خردمندی,
چکیده مقاله :
این مطالعه با هدف معرفی پرسشنامۀ سنجش میزان خردمندی (WMQ) دانش آموزان نگاشته شده است. این مطالعه به لحاظ هدف جزء پژوهش های توسعه ای – کاربردی و به لحاظ شیوۀ گردآوری داده ها از نوع توصیفی- پیمایشی است. جامعۀ آماری در این پژوهش، شامل کلیۀ دانش آموزان نوجوان مدارس دخترانه و پسرانه متوسطۀ اول شهر اصفهان ( 52813 ) نفر در سال تحصیلی 98-1397 بود. برای نمونه گیری از روش تصادفی خوشه ای استفاده شد و400 نفر، در نمونۀ اصلی قرار گرفتند. برای بررسی روایی پرسشنامه از روش های تحلیل عاملی، روایی محتوی و روایی سازه استفاده گردید. داده ها با نرم افزارهای Spss و AMOS و به روش ضریب همبستگی، تحلیل عاملی اکتشافی و تأییدی تحلیل شد. مقدارKMO (892/0) حاکی از کفایت نمونه‌برداری بوده است. نتایج تحلیل عاملی نشان داد که هشت عامل خردمندی عمومی، خردمندی دینی، خرمندی عاطفی، خردمندی انسانی، خردمندی معنوی، خردمندی اخلاقی، خردمندی اجتماعی و خردمندی علمی و مقادیر ویژۀ بیش از یک توانسته اند 494/71 درصد از واریانس گویه ها را تبیین کنند. پایایی پرسشنامه برحسب ضریب آلفای کرونباخ 895/0 و برای عوامل به ترتیب عامل اول (خردمندی عمومی) 756/0، عامل دوم (خردمندی دینی) 727/0، عامل سوم (خرمندی عاطفی) 715/0، عامل چهارم (خردمندی انسانی) 712/0، عامل پنجم (خردمندی معنوی) 700/0، عامل ششم (خردمندی اخلاقی) 702/0، عامل هفتم (خردمندی اجتماعی) 680/0 و عامل هشتم (خردمندی علمی) 672/0 محاسبه شد. نتایج تحلیل عاملی تأییدی مرتبۀ اول نشان داد که شاخص برازش مدل، در سطح مطلوبی قرار دارد. در مجموع نتایج حاصل از بررسی روایی و محاسبۀ پایایی پرسشنامه و هماهنگی مؤلفه‌ها با یکدیگر و با نمرۀ کل، نشان می‌دهد پرسشنامه کفایت لازم را دارد و ابزار مناسبی برای سنجش خردمندی دانش آموزان نوجوان است.
This study has been written with the aim of introducing a questionnaire to measuring of students' level of wisdom. The present study is a part of development-applied research in terms of purpose and descriptive-survey type in terms of data collection method. The statistical population in this study included all adolescent students of girls 'and boys' high schools in Isfahan in the number of 52813 people in the academic year 1397-98. Cluster random sampling method was used and 400 people were included in the main sample. Factor analysis, content validity and construct validity were used to evaluate the validity of the questionnaire. Data were analyzed using Spss and AMOS software using correlation coefficient, heuristic and confirmatory factor analysis. The KMO value (0.892) indicated the adequacy of sampling. The results of factor analysis showed that the eight factors of general wisdom, religious wisdom, emotional wisdom, human wisdom, spiritual wisdom, moral wisdom, social wisdom and scientific wisdom and special values higher than one could have been 71.494% of the variance of items. The reliability of the questionnaire in terms of Cronbach's alpha coefficient was 0.895 and for the first factors (general wisdom) 0.756, the second factor (religious wisdom) 0.727, the third factor (emotional wisdom) 0.715, the fourth factor (human wisdom) 0.712, the fifth factor (spiritual wisdom) 0.700, the sixth factor (moral wisdom) 0.702, the seventh factor (social wisdom) 0.680 and The eighth factor (scientific wisdom) was calculated 0.672.The results of the first-order confirmatory factor analysis showed that the model fit index is at a desirable level. In general, the results of the validity study and the calculation of the reliability of the questionnaire and the coordination of the components with each other and with the total score, show that the questionnaire is sufficient and is a suitable tool for assessing the wisdom of adolescent students.
Ansarian, H. (2009). Quran. First edition. Qom: danesh.
Akbari, A., Hashemi, S., & Kenari, M. (2016). The psychometric characteristics of wisdom scale (WS). Positive Psychology Research, 2(2), 19-34. [Persian]
Arabzoozani, M., Hassanipour, S., & Bayegi V. (2014). Understanding cronbach's alpha: anecessity for implementation of original research studies. Iranian Journal of Medical Education, 14(9), 831-832. [Persian]
Asadi, S., Amiri, Sh., Molavi, H., & Bagheri, Kh. (2013). Introducing concept of wisdom in p psychology and its educational applications. New Educational Approaches, 6(2), 1-28. [Persian]
Ayati, M., Asadiyounesi, M., & Azadegan, A. (2017). Confirmatory factor analysis of the identification scale of gifted students. Quarterly of Educational Measurement, 7(27), 161-181. [Persian]
Badipoor, M., Salimibajestani, H., & Kalantarkousheh, M. (2016). The mothers’ psychology empowerment effectiveness on mother-child conflict decreasing in health room of Tehran city. Journal of Clinical Psychology Studies, 6(23), 95-111. [Persian]
Baltes, P.B., Staudinger, U. M., Maercker, A., & Smith, J. (1995). People nominated as wise: a comparative study of wisdom-related knowledge. Psychological Aging, 10, 155-66.
Brocato, N., Hix, L., & Jayawickreme, E. (2020). Challenges in measuring wisdom-relevant constructs in young adult undergraduate students. Journal of Moral Education, 49(1), 46-70.
Delavar, A. (2019). Research methods in psychology and educational sciences. Forty-second edition. Tehran: virayesh. pp: 296.
Derakhshan, N., Saif, A.A., Kiamanesh, A. R., & Ahadi, H. (2018). Construction, validation, reliability and normalization of academic state motivation inventory. Scientific Journal of Education and Evaluation, 10(40), 69-104.
Ghorbani, R. & Khormaei, F. (2018a). The examining causal model of wisdom: explaining effect of personality and coping self-efficcy. Social Psychology Research, 8(31), 33-50. [Persian]
Ghorbani, R., & Khormaei, F. (2018b). Explaining wisdom on the basis of successful intelligence and coping self-efficacy. Developmental Psychology: Iranian Psychologists, 13(49), 43-55. [Persian]
Ghorbani, R., & Yousefi, F. (2018). Structural relationship between creativity and wisdom among a group of Shiraz university students. Cognitive Psychology Quarterly, 6 (1), 51-60. [Persian]
Gluck, J. (2018a). New developments in psychological wisdom research: A growing field of increasing importance. The Journals of Gerontology, 73(8), 1335-1338.
Gluck, J. (2018b). Measuring wisdom: existing approaches, continuing challenges, and new developments. The Journals of Gerontology, 73(8), 1393–1403.
|
Harani, A. (2014). Tohafolaghul. persian translator. Hasanzade S. First edition. Tehran: ale ali. pp: 159. |
|
Jafari, Z., Talepasand, S., & Rahimianbooger, A. (2017). Psychometric properties of wisdom development questionnaire in students. Educational Measurement and Evaluation Studies, 7(17), 79-108. [Persian] |
Jeste Dilip, V., & Lee Elen, E. (2019). The emerging empirical science of wisdom: Definition, measurement, neurobiology, longevity, and interventions. The International Journal of Aging and Human Development, Harvard review of psychiatry. 27(3), 127-140.
Johnson, B., & Christensen, L. (2012). Educational research quantitative, qualitative, and mixed approach. persian translator. Khosravi Babadi A. Poushne K. Aghazadeh M. third edition. Tehran: aeig. pp: 72-116.
Kunzmann, U., & Baltes, P. (2005). The psychology of wisdom: theoretical and empirical challenges. R.J. Sternberg and J. Jordan (eds.). A handbook of wisdom, Cambridge University Press. Psychological perspectives, 110- 135
Kordnoghabi, R., Delfanbeyranvand, A., & Arablo, Z. (2015). Older people's attitudes about wisdom and its components (wisdom Psychology). Aging Psychology, 1(3), 157- 167. [Persian]
Levenson, M., Jennings, P. A., Aldwin, C. M., & Shiraishi, R. W. (2005). Self-transcendence: Conceptualization and measurement. The International Journal of Aging and Human Development. 60(2), 127-143.
Mohammadbeigi, A., Mohammadsalehi, N., & Aligol M. (2014). Validity and reliability of the instruments and types of measurments in health applied researches. Journal of Rafsanjan University of Medical Sciences, 13(12), 1153-1170. [Persian]
Noghabi, R., Jahan, F., Rashid, Kh., & Rezaee, A. (2016). Measure of wisdom in Iran (introduce and validate 3 scale). Educational Measurement, 6(22), 187-212. [Persian]
Rezaei, M., Norouzi, R., & Sepahi, M. (2014). The teleology of intellectual training in the individual field from the perspective of ayatollah Javadi Amoli. Journal of Research in Islamic Education, 22(25), 39-57. [Persian]
Salmaniardani, M., Shahriariahmadi, M., & Davaee, M. (2019). Construction, standardization and normalization of wisdom questionnaire for adolescent gifted and normal students. Faculty of psychology and educational sciences, Islamic azad university central. 134. [Persian]
Safyan, R., Hosseinkhah, A., Baageri, Kh., & Asgari, A. (2019). Designing wisdom- curriculum model with an emphasis on Stenberg's viewpoint. Curriculum studies, 14(54), 37-78
Schmit, D., Muldoon, J., & Pounders, K. (2012). What is wisdom? The development and validation of a multidimensional measure. Journal of Leadership, Accountability and Ethics. 9(2), 39-54.
Sharifi, H. P., & Sharifi, N. (2019). Principles of psychometrics and psychoanalysis. Ninth edition. Tehran: roshd. pp: 252-376. [Persian]
Shojaee, S., & Khamooshi, M. (2015). A critical-analytical review on misdiagnosis of gifted and talented students. Journal Child Ment Health, 2(3), 105-115. [Persian]
Sternberg, R. J. (2004). What is wisdom and how can we develop it? Annals of American Academy of Political and Social Science, 591(1), 164-74.
Webster J. D. (2003). An exploratory analysis of a Self-Assessed Wisdom Scale. Journal of Adult Development.no, 10(1), 13-22.
Willard, A. K., & Norenzayan, A. (2012). Spiritual but not religious: cognition, schizotypy, and conversion in alternative beliefs. Cognition, 165, 137-146.
Yousefi, N. (2012). An investigation of the psychometric properties of the McMaster clinical rating scale (MCRS). Quarterly of Educational Measurement, 2(7), 83-112. [Persian]
Zarea, H., Talebi, S., & Seif, M.H. (2010). Advanced Inferential Statistics. Firest edition. Tehran: payame noor. pp: 206. [Persian]
_||_