هنجاریابی و تعیین ویژگی‌های روان‌سنجی و بررسی ساختار عاملی پرسشنامه یادگیری مستقل

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻫﻨﺠﺎرﯾﺎﺑﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ آﮔﺎﻫﯽ از ﯾﺎدﮔﯿﺮی ﻣﺴﺘﻘﻞ و ﺗﻌﯿﯿﻦ وﯾﮋﮔﯽﻫﺎی روانﺳﻨﺠﯽ و ﺳﺎﺧﺘﺎر ﻋﺎﻣﻠﯽ آن در داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎهﻫﺎی ﺷﻬﺮ ﺗﻬﺮان اﺳﺖ ﮐﻪ ازﻟﺤﺎظ ﻫﺪف در زﻣﺮه ﺗﺤﻘﯿﻘﺎت ﮐﺎرﺑﺮدی و ازﻟﺤﺎظ ﻃﺮح ﮔﺮدآوری دادهﻫﺎ، ﺟﺰ ﺗﺤﻘﯿﻘﺎت ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ اﺳﺖ. ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ 427 داﻧﺸﺠﻮ ﮐﻪ ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ از ﻣﯿﺎن داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎهﻫﺎی دوﻟﺘﯽ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل 95-96 اﻧﺘﺨﺎب ﺷﺪﻧﺪ، ﺑﻮدﻧﺪ. اﺑﺰار ﻣﻮرداﺳﺘﻔﺎده ﭘﺮﺳﺸﻨﺎﻣﻪ آﮔﺎﻫﯽ از ﯾﺎدﮔﯿﺮی ﻣﺴﺘﻘﻞ (2013 ,.meijer et al) ﺑﻮد. ﭘﺲ از ﺟﻤﻊآوری دادهﻫﺎ، اﺑﺘﺪا ﭘﺎراﻣﺘﺮﻫﺎی ﺳﺆاﻻت ﺑﻪوﺳﯿﻠﻪ ﻧﻈﺮﯾﻪ ﮐﻼﺳﯿﮏ ﺑﺮآورد ﮔﺮدﯾﺪ، ﭘﺲ از ﺣﺬف ﺳﺆاﻻت ﻧﺎﻣﻨﺎﺳﺐ اﻋﺘﺒﺎر آزﻣﻮن ﺗﻮﺳﻂ آﻟﻔﺎی ﮐﺮوﻧﺒﺎخ ﻣﺤﺎﺳﺒﻪ ﮔﺮدﯾﺪ و رواﯾﯽ واﮔﺮا و ﻫﻤﮕﺮای ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺎ ﭘﺮﺳﺸﻨﺎﻣﻪ راﻫﺒﺮدﻫﺎی اﻧﮕﯿﺰﺷﯽ ﺑﺮای ﯾﺎدﮔﯿﺮی ﺑﺮرﺳﯽ ﺷﺪ. ﺑﻪﻣﻨﻈﻮر ﺑﺮازش دادهﻫﺎی ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺎ ﻣﺪل اوﻟﯿﻪ، ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪی ﺑﻪ ﮐﺎر ﮔﺮﻓﺘﻪ ﺷﺪ و ﻧﯿﺰ ﺑﺮای ﺗﻌﯿﯿﻦ ﺳﺎﺧﺘﺎر ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ اﮐﺘﺸﺎﻓﯽ ﺑﻪ روش ﻣﺆﻟﻔﻪﻫﺎی اﺻﻠﯽ و ﭼﺮﺧﺶ اﺑﻠﯿﻤﻦ ﻣﻮرداﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ، ﭘﺎراﻣﺘﺮﻫﺎی ﺳﺆاﻻت ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻮﺳﻂ ﻣﺪل ﭼﻨﺪ ارزﺷﯽ grm ﺑﺮآورد ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ ﺑﯿﺎﻧﮕﺮ اﯾﻦ ﺑﻮد ﮐﻪ ﻫﻤﺎن ﺳﺆالﻫﺎﯾﯽ ﮐﻪ در ﺗﺤﻠﯿﻞ ﮐﻼﺳﯿﮏ از آزﻣﻮن ﮐﻨﺎر ﮔﺬاﺷﺘﻪ ﺷﺪﻧﺪ در ﻣﺪل ﭼﻨﺪ ارزﺷﯽ ﻧﯿﺰ دارای ﺿﺮﯾﺐ ﺗﺸﺨﯿﺺ ﭘﺎﯾﯿﻦ ﺑﻮدﻧﺪ، درﻧﻬﺎﯾﺖ دادهﻫﺎ ﺑﺎ ﻣﺪل ﯾﮏ، دو و ﺳﻪ ﭘﺎراﻣﺘﺮی و ﻣﺪل grm ﺑﺮازش داده ﺷﺪ و ﺑﻬﺘﺮﯾﻦ ﻣﺪل ﺑﺮای ﺑﺮازش دادهﻫﺎ ﻣﺪل grm ﺑﻮد. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ، ﭘﺮﺳﺸﻨﺎﻣﻪی ﺟﺪﯾﺪ ﺑﺎ 37 ﺳﺆال ﻣﻨﻄﺒﻖ ﺑﺎ ﺟﺎﻣﻌﻪی داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎهﻫﺎی ﺷﻬﺮ ﺗﻬﺮان ﺑﻪ دﺳﺖ آﻣﺪ.

standardization and determination of the psychometric properties and factor analysis of awareness of independent learning inventory

the purpose of the current study has been adapting the aili questionnaire and determining its psychometric properties and factor structure among the students of tehran universities; which is applied research considering the research goal; and survey research considering the data collection plan. the sample included 427 students who were selected by random from the total population of students of the universities of tehran city in the academic year 2016-2017. the instrument used was the independent learning awareness questionnaire (meijer et al., 2013). having data collected, question parameters were estimated using the classic theory; and after the deletion of unsuitable questions, the validity of the test was calculated using cronbach's alpha. the divergent and convergent validity of the questionnaire were examined using the mslq questionnaire. in order to fit the questionnaire data to the primary model, confirmatory factor analysis was applied; and in order to determine the questionnaire structure, exploratory factor analysis by main components method and rotating ablymn was applied. the parameters of the questions were estimated using the grm polytomous model. the results showed that the deleted questions in the classic analysis had a low detection coefficient in the polytomous model. finally, the data were fit using one, two, and three-parameter models and the grm model. in conclusion, the best model to fit the data was the grm model. considering the data analysis, the new questionnaire with 37 questions adapted to students of tehran universities was extracted.