شاخص‌های روان‌سنجی مقیاس نگرش به خواندن برای دانش‌آموزان دورة راهنمایی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار،روان‌شناسی تربیتی،دانشکدةعلومتربیتیوروان‌شناسیدانشگاهشیراز

2 دانشجوی کارشناسی ارشد،روان‌شناسی تربیتی،دانشگاه شیراز‎

چکیده

خواندن، در جایگاه یکی از مهارت‌های چهارگانةزبان‌آموزی، همواره توجه پژوهشگران حوزه‌های گوناگون، از جمله تعلیم و تربیت، را به خود جلب کرده است. خواندن، از ابزارهای مهم فهمیدن در دنیای کنونی است و دانش‌آموزان از آغاز سوادآموزی تا پایان دوران تحصیل خود، همواره با خواندن درگیر هستند. از این‌رو، توجه به ابعاد مختلف توانایی خواندن، از مهم‌ترین وظایف دست‌اندرکاران تعلیم و تربیت است. هدف مطالعة حاضر، بررسی و انطباق شاخص‌های روان‌سنجی پرسشنامة نگرش مقدماتی به خواندن (مک‌کنا و کی‌یر) است. بدین منظور، ساختار عاملی و پایایی مقیاس یادشده بررسی شد. مشارکت‌کنندگان، 387 دانش‌آموز پسر دوره‌ی راهنمایی شهر شیراز بودند که به روش هدفمند (تعمدی) انتخاب شدند. این دانش‌آموزان در دو مدرسه‌ی راهنمایی، یک آموزشگاه دولتی (عادی) و یک آموزشگاه استعدادهای درخشان، تحصیل می‌کردند؛ از آموزشگاه استعداهای درخشان 201 و از آموزشگاه عادی186دانش‌آموز پایه‌های اول تا سوم راهنمایی پرسشنامه‌ی نگرش مقدماتی به خواندن (مک‌کنا و کی‌یر) را تکمیل کردند. برای بررسی روایی، از روش تحلیل عاملی اکتشافی توأم با چرخش واریماکس استفاده شد. شاخص‌های مرتبط با کفایت نمونه و متغیرها برای تحلیل عاملی رضایت‌بخش بود. پس از اجرای تحلیل عاملی، دو عامل نگرش به خواندن آموزشی و نگرش به خواندن تفریحی استخراج شد که 42/47 درصد از واریانس را تبیین می‌کردند؛ هم‌چنین، بررسی پایایی پرسشنامه نیز ضرایب آلفا 77/0 برای کل مقیاس را به دست داد. در نگاهی کلی، نتایج پژوهش نشان داد که پرسشنامه‌ی نگرش مقدماتی به خواندن برای سنجش این نگرش در میان دانش‌آموزان پسر دورة راهنمایی مناسب است و تا حدودی می‌تواند نیازهای حال حاضر را برآورده کند.

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