ساخت و اعتباریابی پرسشنامه گرایش به یادگیری مادام‌العمر دانشجویان

ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ، ﺳﺎﺧﺖ و اﻋﺘﺒﺎرﯾﺎﺑﯽ ﭘﺮﺳﺸﻨﺎﻣﮥ ﮔﺮاﯾﺶ ﺑﻪ ﯾﺎدﮔﯿﺮی ﻣﺎدام اﻟﻌﻤﺮ داﻧﺸﺠﻮﯾﺎن اﺳﺖ. در اﯾﻦ ﭘﮋوﻫﺶ، روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی، ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ ای ﭼﻨﺪﻣﺮﺣﻠﻪ ای ﺑﻮد. داده ﻫﺎ در دو ﻣﺮﺣﻠﻪ ﺟﻤﻊ آوری ﺷﺪ ﮐﻪ در ﻣﺠﻤﻮع 538 ﻧﻔﺮ از داﻧﺸﺠﻮﯾﺎن ﮐﺎرﺷﻨﺎﺳﯽ داﻧﺸﮕﺎﻫﻬﺎی دوﻟﺘﯽ ﺗﻬﺮان، ﺷﻬﯿﺪ ﺑﻬﺸﺘﯽ، ﺷﻬﯿﺪ ﭼﻤﺮان و ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﺋﯽ در ﻧﯿﻤﺴﺎل دوم 1395-96، ﭘﺮﺳﺸﻨﺎﻣﮥ ﮔﺮاﯾﺶ ﺑﻪ ﯾﺎدﮔﯿﺮی ﻣﺎدام اﻟﻌﻤﺮ را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. رواﯾﯽ ﺳﺎزه ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ اﮐﺘﺸﺎﻓﯽ و ﺑﺎ روش ﻣﻮﻟﻔﻪ ﻫﺎی اﺻﻠﯽ و ﭼﺮﺧﺶ وارﯾﻤﮑﺲ ﺑﺮرﺳﯽ ﺷﺪ. در ﮐﻞ اﻋﺘﺒﺎر اﺑﺰار ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ اﮐﺘﺸﺎﻓﯽ، ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ ﺗﺄﯾﯿﺪی و ﺑﺎ ﻣﺤﺎﺳﺒﻪ ﺿﺮﯾﺐ آﻟﻔﺎی ﮐﺮوﻧﺒﺎخ ﺑﺮرﺳﯽ ﺷﺪ. ﺑﺮ اﺳﺎس ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ اﮐﺘﺸﺎﻓﯽ، ﺳﻪ ﻋﺎﻣﻞ اﺳﺘﺨﺮاج ﺷﺪ و ﺑﺮ اﺳﺎس ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ ﺗﺄﯾﯿﺪی ﺳﻪ ﻋﺎﻣﻞ ﺗﺄﯾﯿﺪ ﺷﺪ. ﺑﺎ ﻟﺤﺎظ ﺑﻪ ﻣﺒﺎﻧﯽ ﻧﻈﺮی و ﻣﺤﺘﻮای ﺳﻮال ﻫﺎ اﯾﻦ ﻋﻮاﻣﻞ ﺑﺎ ﻋﻨﺎوﯾﻦ «ﺑﺮﻧﺎﻣﻪ رﯾﺰی ﯾﺎدﮔﯿﺮی»، «درک و ﻫﺪاﯾﺖ ﯾﺎدﮔﯿﺮی»، «ﻟﺬت از ﺗﺠﺮﺑﻪ ﯾﺎدﮔﯿﺮی ﺧﻮدﻣﺨﺘﺎراﻧﻪ» ﻧﺎم ﮔﺬاری ﺷﺪ. ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ در ﮐﻞ ﻣﻘﯿﺎس 0/83 و در ﺧﺮده ﻣﻘﯿﺎس ﻫﺎ ﺑﻪ ﺗﺮﺗﯿﺐ 0/74 ،0/73 و 0/69 ﺑﻮد ﮐﻪ ﺣﺎﮐﯽ از ﻫﻤﺴﺎﻧﯽ دروﻧﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﮔﺮاﯾﺶ ﺑﻪ ﯾﺎدﮔﯿﺮی ﻣﺎدام اﻟﻌﻤﺮ داﻧﺸﺠﻮﯾﺎن اﺳﺖ. ﭘﺮﺳﺸﻨﺎﻣﻪ ﮔﺮاﯾﺶ ﺑﻪ ﯾﺎدﮔﯿﺮی ﻣﺎدام اﻟﻌﻤﺮ از ﻟﺤﺎظ وﯾﮋﮔﯿﻬﺎی روانﺳﻨﺠﯽ ﺑﺮای ﺳﻨﺠﺶ اﺑﻌﺎد ﮔﺮاﯾﺶ ﺑﻪ ﯾﺎدﮔﯿﺮی ﻣﺎدام اﻟﻌﻤﺮ داﻧﺸﺠﻮﯾﺎن در ﻣﻮﻗﻌﯿﺖ ﻫﺎی داﻧﺸﮕﺎﻫﯽ ﻣﻨﺎﺳﺐ و ﻗﺎﺑﻞ اﻃﻤﯿﻨﺎن اﺳﺖ.

Construction and Validation of the Questionnaire of Tendency to lifelong learning

Abstract Aim: This study aimed to construct and norm a questionnaire for Tendency to Lifelong Learning. Method: In this study, multistage cluster random sampling method was used. The data was collected in two phases, that is, 538 undergraduate students in state Universities, such as Tehran University, Shahid Beheshti University, Shahid Chamran University, and Allameh Tabataba’ee completed the TLL in the school year 139596. The Construct validity of the questionnaire was calculated using exploratory and confirmatory factor analysis. Result: Based on the results of exploratory factor analysis, three factors were extracted. According to the theoretical basis, factors were named as “Planning for learning”, “Understanding and guidance of learning”, and “Gratification of authority learning experience”. The reliability was calculated using Cronbach’s alpha coefficient. The questionnaire reliability was 0.83 in the scale, and, it was 0.73, 0.74, 0.69 in the subscales respectively. Conclusion: TLL is psychometrically reliable to assess the different dimensions of Tendency to lifelong learning among university students. It can be also used in experimental studies to investigate the interventions on Tendency to lifelong learning.