تحلیل ویژگی‌های روانسنجی نسخه فارسی مقیاس انتظارات و آرزوهای آموزشی والدین
محورهای موضوعی : زن و خانواده
حمیده عباس زاده
1
,
ملاحت امانی
2
,
طیبه رحیمی
3
1 - دانشجوی دکتری، گروه روان شناسی تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
2 - دانشیار، گروه روانشناسی، دانشگاه بجنورد، بجنورد، ایران ( نویسنده مسئول )
(m.amani@ub.ac.ir)
3 - دانشیار، گروه روانشناسی، دانشگاه بجنورد، بجنورد، ایران
کلید واژه: روایی, پایایی, واژگان کلیدی: مقیاس انتظارات و آرزوهای آموزشی والدین,
چکیده مقاله :
این تحقیق به منظور بررسی ویژگی های روانسنجی نسخه فارسی مقیاس انتظارات و آرزوهای آموزشی والدین انجام شد. روش تحقیق از نوع پیمایشی است. جامعه آماری پژوهش، والدین دانش آموزان دوره متوسطه اول شهر فاروج در سال1400 بودند. نمونه ها با استفاده از روش نمونه گیری خوشه ای انتخاب شدند. از دو نمونه ی مجزا برای انجام تحلیل عاملی اکتشافی و تائیدی استفاده شد. تعداد نمونه در تحلیل اکتشافی ٣٢٩ نفر و در تحلیل عاملی تائیدی250 نفر بــودند. والـدین دانش آموزان مقیاس انتظارات و آرزوهای آموزشی والدین را تکمیل کردند. برای بررسی پایایی از روش همسانی درونی، باز آزمایی و دو نیمه سازی استفاده شد. مقادیر پایایی برای همسانی درونی، دو نیمه سازی و بازآزمایی به ترتیب، 82/0، 77/0 و 74/0 بدست آمد. برای روایی سازه از تحلیل عاملی اکتشافی و تائیدی استفاده شد. در تحلیل اکتشافی، دامنه ی بارهای عاملی در سطح قابل قبولی قرار داشت. نتایج محاسبه آزمون KMO برابر با (٨٨٢/٠) و نتیجه آزمون بارتلت برابر( ٦٧٧/٣٧٧٥) بدست آمد. در تحلیل عاملی تائیدی، عامل های انتظارات و ارزش گذاری آموزش، آمادگی برای پیشرفت تحصیلی ،ارزش گذاری آموزشی و ثبات انتظارات و آرزوها مورد تائید قرار گرفت. نتایج مربوط به شاخص های برازش تحلیل عامل تاییدی نشان داد که مدل برازش قابل قبولی داشت. بنابراین مقیاس انتظارات و آرزوهای آموزشی والدین دارای ویژگی های روان سنجی لازم برای نمونه ایرانی می باشد.واژگان کلیدی: مقیاس انتظارات و آرزوهای آموزشی والدین، روایی، پایایی
This study was conducted to investigate the psychometric properties of the Persian version of parents' educational expectations and aspirations scale. The method is survey type. The statistical population was parents of the first secondary school students in Faruj city in 2021. The samples were selected using the cluster sampling method. Two separate samples were used to perform exploratory and confirmatory factor analysis. The number of samples in the exploratory analysis was 329 people and in the confirmatory factor analysis 250 people. The parents of the students completed the scale of educational expectations and aspirations of the parents. Internal consistency, test-retest, and split-half methods were used to check reliability. Reliability values for internal consistency, split- half, and test-retest were obtained 0.82, 0.77, and 0.74, respectively. Exploratory and confirmatory factor analysis was used for construct validity. In the exploratory analysis, the range of factor loadings was at an acceptable level. The calculation results of the KMO test were equal to 0.882 and the result of the Bartlett test was equal to 3775.677. In the confirmatory factor analysis were confirmed factors of expectations and valuing education, readiness for academic progress, educational evaluation, and stability of expectations and aspirations. The results of fit indices of confirmatory factor analysis showed that the model had an acceptable fit. Therefore, the scale of educational expectations and aspirations of parents has the necessary psychometric properties for the Iranian sample.
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Aceves,L., Colbert, M., & Robins,R )2020). Longitudinal Linkages among Parents’ Educational Expectations, Youth’s Educational Expectations, and Competence in Mexican-origin Families. Journal of Youth and Adolescence volume 49, pages32–48
Aprile D., Celeste C., Hou,Y., & Chelsea ,S(2021). Parent and teacher educational expectations and adolescents' academic performance: Mechanisms of influence. https://doi.org/10.1002/jcop.22644
- Anandarajan, M., Igbaria, M.,&Anakwe, U.P. (2000). “Technology Acceptance in the Banking Industry: A Perspective from A Less Developed Country”. Information Technology & People. 13 (4), 298-312
- Benner, A. D., & Mistry, R. S. (2007). Congruence of mother and teacher educational expectations and low-income youth's academic competence. Journal of Educational Psychology, 99(1), 140–153. https://doi.org/10.1037/0022-0663.99.1.140
- Bowen,G.,Rose, R.,Powers,J.,&Glennie, E. (2008).The joint effects of neighbohoods,peers,families on changes in the school success of middle school students.Family Relations,57,504-516
- Briley,D., K. Paige Harden, & Elliot M. Tucker-Drob.(2014). Child Characteristics and Parental Educational Expectations: Evidence for Transmission With Transaction. Developmental Psychology © 2014 American Psychological Association. 2014, Vol. 50, No. 12, 2614–2632
- Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13, 1-22
Fernanda, L ., Aixa D., & Villafuerte , D) 2019(.Academic socialization, parental educational expectations, and academic self-efficacy among Latino https://doi.org/10.1002/pits.22239
- Goyette, K., & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 72(1), 22–36. https://doi.org/10.2307/2673184
- Halle, T. G., Kurtz-Costes, B., & Mahoney, J. L.. (1997). achievement in low-income, African American children
. Journal of Educational Psychology, 89, 527-537.
- Haiyang Lu., Peng Nie & Alfonso Sousa-Poza). 2020(.The Effect of Parental Educational Expectations on Adolescent Subjective Well-Being and the Moderating Role of Perceived Academic Pressure: Longitudinal Evidence for China. Child Indicators Research. https://doi.org/10.1007/s12187-020-09750-8
Jung E., Hwang, W., & Zhang, Y (2018). Do Parents' Educational Expectations in Adolescence Predict Adult Life Satisfaction? https://doi.org/10.1111/fare.12323Citations
-Jacob, M.,(2010). Parental Expectations and Aspirations for their Children's Educational Attainment: An Examination of the College-Going Mindset among Parents. dissertation. the university of Minnesota
- Pinquart, M.,& Ebeling, M.(2020). Parental Educational Expectations and Academic Achievement in Children and Adolescents, Educational Psychology Review volume 32, pages463–480
- Spera, C. (2006). Adolescents’ perceptions of parental goals, practices, and styles in relation to their motivation and achievement. Journal of Early Adolescence, 26, 456-490
-Toston , L. (2013). Home and school factors and their influence on students academic goal orientation and motivation.University of Southern California.
-Zhan, M. (2006). Assets, parental expectations and involvement and children s educational performance. Children and Youth Services Review, 28 , 961-975
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Aceves,L., Colbert, M., & Robins,R )2020). Longitudinal Linkages among Parents’ Educational Expectations, Youth’s Educational Expectations, and Competence in Mexican-origin Families. Journal of Youth and Adolescence volume 49, pages32–48
Aprile D., Celeste C., Hou,Y., & Chelsea ,S(2021). Parent and teacher educational expectations and adolescents' academic performance: Mechanisms of influence. https://doi.org/10.1002/jcop.22644
Anandarajan, M., Igbaria, M.,&Anakwe, U.P. (2000). “Technology Acceptance in the Banking Industry: A Perspective from A Less Developed Country”. Information Technology & People. 13 (4), 298-312
Benner, A. D., & Mistry, R. S. (2007). Congruence of mother and teacher educational expectations and low-income youth's academic competence. Journal of Educational Psychology, 99(1), 140–153. https://doi.org/10.1037/0022-0663.99.1.140
Bowen,G.,Rose, R.,Powers,J.,&Glennie, E. (2008).The joint effects of neighbohoods,peers,families on changes in the school success of middle school students.Family Relations,57,504-516
Briley,D., K. Paige Harden, & Elliot M. Tucker-Drob.(2014). Child Characteristics and Parental Educational Expectations: Evidence for Transmission With Transaction. Developmental Psychology © 2014 American Psychological Association. 2014, Vol. 50, No. 12, 2614–2632
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13, 1-22
Fernanda, L ., Aixa D., & Villafuerte , D) 2019(.Academic socialization, parental educational expectations, and academic self-efficacy among Latino https://doi.org/10.1002/pits.22239
Goyette, K., & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 72(1), 22–36. https://doi.org/10.2307/2673184
Halle, T. G., Kurtz-Costes, B., & Mahoney, J. L.. (1997). achievement in low-income, African American children
Journal of Educational Psychology, 89, 527-537.
Haiyang Lu., Peng Nie & Alfonso Sousa-Poza). 2020(.The Effect of Parental Educational Expectations on Adolescent Subjective Well-Being and the Moderating Role of Perceived Academic Pressure: Longitudinal Evidence for China. Child Indicators Research. https://doi.org/10.1007/s12187-020-09750-8
Jung E., Hwang, W., & Zhang, Y (2018). Do Parents' Educational Expectations in Adolescence Predict Adult Life Satisfaction? https://doi.org/10.1111/fare.12323Citations
Jacob, M.,(2010). Parental Expectations and Aspirations for their Children's Educational Attainment: An Examination of the College-Going Mindset among Parents. dissertation. the university of Minnesota
Pinquart, M.,& Ebeling, M.(2020). Parental Educational Expectations and Academic Achievement in Children and Adolescents, Educational Psychology Review volume 32, pages463–480
Spera, C. (2006). Adolescents’ perceptions of parental goals, practices, and styles in relation to their motivation and achievement. Journal of Early Adolescence, 26, 456-490
Toston , L. (2013). Home and school factors and their influence on students academic goal orientation and motivation.University of Southern California.
Zhan, M. (2006). Assets, parental expectations and involvement and children s educational performance. Children and Youth Services Review, 28 , 961-975