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نسخة فارسی سیاهة هیجان معلم: یک مطالعة روان‌سنجی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 2، دوره 5، شماره 4 - شماره پیاپی 20، خرداد 1397، صفحه 25-38 اصل مقاله (358.77 K) | ||
| نوع مقاله: پژوهشی | ||
| نویسنده | ||
| علی خدایی* | ||
| گروه روانشناسی ،دانشگاه پیام نور ، تهران، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف آزمون مشخصه‌های روان‌سنجی سیاهة هیجان معلم (TEI؛ چن، 2016) در گروهی از معلمان ایرانی انجام شد. در مطالعه همبستگی، 329 معلم زن به سیاهة هیجان معلم و نسخة کوتاه مقیاس خودکارآمدی معلم (TSES-SF، شوارزر، اسچیتزر و دیتنر، 1999) پاسخ دادند. به منظور تعیین روایی عاملی و پایایی سیاهة هیجان معلم به ترتیب از روش‌های آماری تحلیل عاملی تأییدی و ضرایب همسانی درونی استفاده شد. همچنین، به منظور مطالعة روایی سازة سیاهة هیجان معلم، ضریب همبستگی بین ابعاد سیاهة هیجان معلم و مقیاس خودکارآمدی معلم گزارش شد. نتایج تحلیل عاملی تاییدی سیاهة هیجان معلم بر پایة نرم‌افزار AMOS نشان داد که در نمونة معلمان ایرانی ساختار پنج عاملی سیاهة هیجان معلم مشتمل بر پنج زیرمقیاس لذت، عشق، ناراحتی، خشم و ترس با داده‌ها برازش قابل قبولی دارد. نتایج مربوط به همبستگی بین زیرمقیاس‌های سیاهة هیجان معلم با وجوه خودکاری معلم شامل پیشرفت کاری، بسط و توسعه مهارت در کار، تعامل اجتماعی با دانش‌آموزان، والدین و همکاران و مقابله با تنیدگی شغلی به طور تجربی از روایی سازة نسخة فارسی سیاهة هیجان معلم حمایت کرد. ضرایب همسانی درونی زیرمقیاس‌های لذت، عشق، ناراحتی، خشم و ترس به ترتیب برابر با 77/0، 72/0، 82/0، 88/0 و 77/0 به دست آمد. در مجموع، نتایج مطالعة حاضر نشان داد که سیاهة هیجان معلم برای سنجش تجارب هیجانی مثبت و منفی معلمان ایرانی در محیط‌های پیشرفت کاری، ابزاری روا و پایا است. | ||
| کلیدواژه‌ها | ||
| تحلیل عاملی تاییدی؛ روایی سازه؛ سیاهة هیجان معلم؛ همسانی درونی | ||
| عنوان مقاله [English] | ||
| Farsi Version of the Teacher Emotion Inventory: A Psychometric Study | ||
| نویسندگان [English] | ||
| ali khodaei | ||
| Department of Psychology, Payame Noor University, Tehran, Iran | ||
| چکیده [English] | ||
| The main purpose of the present study was to investigate psychometric properties of the Teacher Emotion Inventory (TEI, Chen, 2016) among Iranian teachers. In this correlation study, 329 female teachers completed the TEI and the Teacher Self-Efficacy Scale-Short Form (TSES-SF, Schwarzer, Schmitz & Daytner, 1999). The confirmatory factor analysis method and internal consistency were used to compute the TEI's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the Teacher Emotion Inventory, we computed correlation between different dimensions of TEI with different dimensions of the Teacher Self-Efficacy Scale. The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the TEI consisted enjoyment, love, sadness, anger and fear had acceptable fit to data in the teacher’s sample. Correlation analyses between different dimensions of TEI with different dimensions of the Teacher Self-Efficacy Scale consisted career achievement, career skills development, social interaction with students, parents and colleagues and coping with career stress provided initial evidence for the TEI construct validity. Internal consistencies for the scales measuring enjoyment, love, sadness, anger and fear were 0/77, 0/72, 0/82, 0/88 and 0/77, respectively. In sum, these findings provide evidence for the validity and reliability of the TEI as an instrument to measure teachers’ emotional experiences in the career achievement environments among Iranian teacher’s sample. | ||
| کلیدواژه‌ها [English] | ||
| Confirmatory Factor Analysis, construct validity, Teacher Emotion Inventory (TEI), Internal Consisten-cy | ||
| مراجع | ||
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