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هنجاریابی و بررسی روایی مقیاس استرس دبیرستان برای دانش آموزان مقطع متوسطه | ||
| شناخت اجتماعی | ||
| مقاله 6، دوره 8، شماره 2 - شماره پیاپی 16، آبان 1398، صفحه 60-70 اصل مقاله (460.32 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/sc.2019.42131.2269 | ||
| نویسندگان | ||
| علی مصطفائی* 1؛ اکبر رضائی2؛ مریم گوران3 | ||
| 1استادیار گروه روانشناسی دانشگاه پیام نور | ||
| 2دانشیار گروه روان شناسی دانشگاه پیام نور | ||
| 3کارشناسی ارشد روانشناسی دانشگاه پیام نور | ||
| چکیده | ||
| مقدمه: پژوهش حاضر با هدف هنجاریابی و بررسی روایی مقیاس استرس دبیرستان بارنت و فانشاو(1997) انجام شد. روش: روش تحقیق حاضر از نوع توصیفی- پیمایشی به شمار می رود و نوع پژوهش از نظر هدف در زمرة پژوهش های توسعه ای محسوب می شود. مقیاس استرس دبیرستان برروی 445 دانش آموز و پرسشنامه سلامت عمومی گلدبرگ و هیلر(1979) بر روی 150 دانش آموز دختر و پسر دبیرستانی که با روش نمونه گیری خوشه ای چند مرحله ای انتخاب شده بودند، اجرا شد. به منظور تعیین روایی عاملی، از روش آماری تحلیل عاملی، و به منظور بررسی همسانی درونی از ضریب آلفای کرانباخ استفاده شد. یافته ها: نتایج نشان داد که آزمون از نه خرده مقیاس تشکیل شده است. خرده مقیاس ها عبارتند از: استرس تحصیلی شامل روش های آموزش ، روابط معلم- دانش آموز ، حجم کار مدرسه ، احساس آسیب پذیری ، سازماندهی شخصی ، محیط مدرسه ، دستیابی به استقلال ، اضطراب درمورد آینده ، و ارتباط با والدین. برای بررسی روایی همگرا از پرسشنامه سلامت عمومی استفاده شد. نتایج حاکی از روایی همگرای دو آزمون بود. نتیجه گیری: در مجموع، نتایج نشان داد که مقیاس استرس دبیرستان برای سنجش استرس دانش آموزان مقطع متوسطه ابزاری روا و پایاست. | ||
| کلیدواژهها | ||
| مقیاس استرس دبیرستان؛ هنجاریابی؛ روایی | ||
| عنوان مقاله [English] | ||
| Standardization and Investigate the Validity of High School Stress Scale for High School Students | ||
| نویسندگان [English] | ||
| Ali Mstafaee1؛ Akbar Rezaei2؛ Maryam Goran3 | ||
| 2department of psychology, Payam Noor University | ||
| 3educator | ||
| چکیده [English] | ||
| Introduction: The present study aimed to standardize and evaluate the validity of the Barnett and Fanshav’s High School Stress Scale (HSSS) (1997). Method:This research was descriptive-survey in terms of method and was considered in the field of developmental research in terms of purpose. To perform the research, high school stress scale was carried out on 445 high school students, and Goldberg and Hiller’s general health questionnaire (1979) was administered to 150 male and female high school students who were selected through multistage cluster sampling. In order to determine the factorial validity, factor analysis was used and to verify the internal consistency,Cronbach Alpha Coefficient was used. Results: The results showed that the test consists of nine subscales. Subscales consists of stress education including teaching methods, teacher-student relations, the workload of school, vulnerabilityfeelings, personal organizing, school environment, achieving independence, anxiety about the future, and communication with parents.To check the convergent validity, General Health Questionnaire was used. The results showed the convergent validity fortwo tests. Conclusion: Overall, the results showed that the High School Stress Scale is a valid and reliable tool for measuring high school students' stress. | ||
| کلیدواژهها [English] | ||
| High School Stress Scale, Standardization, validation | ||
| مراجع | ||
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