ویژگی های روان سنجی مقیاس حافظه: اندازه گیری کارکردهای روزانه حافظه در دانش آموزان

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ وﯾﮋﮔﯽ ﻫﺎی روانﺳﻨﺠﯽ ﻣﻘﯿﺎس ﺣﺎﻓﻈﻪ در ﮐﺎرﮐﺮدﻫﺎی روزاﻧﻪ ﺑﻮد. ﻃﺮح ﭘﮋوﻫﺶ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ را ﮐﻠﯿﻪ داﻧﺶ آﻣﻮزان ﻣﺪارس اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺳﻤﻨﺎن ﺗﺸﮑﯿﻞ دادهاﻧﺪ. ﺗﻌﺪاد 220 ﻧﻔﺮ از داﻧﺶ آﻣﻮزان ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ ای اﻧﺘﺨﺎب و واﻟﺪﯾﻦ آنﻫﺎ ﺑﻪ ﻣﻘﯿﺎس ﺣﺎﻓﻈﻪ (ﮔﯿﻮرﺗﻦ و ﻫﻤﮑﺎران، 2018) ﭘﺎﺳﺦ دادﻧﺪ. از روشﻫﺎی ﺗﺤﻠﯿﻞﻋﺎﻣﻠﯽ، ﺿﺮﯾﺐ آﻟﻔﺎیﮐﺮوﻧﺒﺎخ، ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮی و ﻣﻨﺤﻨﯽ راک ﺑﺮای ﺗﺤﻠﯿﻞ داده ﻫﺎ اﺳﺘﻔﺎده ﺷﺪ. در زﻣﯿﻨﻪ رواﯾﯽ ﺳﺎزه ﺑﯿﻦ دو ﮔﺮوه داﻧﺶ آﻣﻮزان ﻋﺎدی و داﻧﺶ آﻣﻮزان ﻣﺒﺘﻼ ﺑﻪ اﺧﺘﻼل ﯾﺎدﮔﯿﺮی در ﺗﻤﺎم ﻣﺆﻟﻔﻪﻫﺎی ﺣﺎﻓﻈﻪ؛ ﯾﺎدﮔﯿﺮی ﻫﺪﻓﻤﻨﺪ، ﺳﺎزﻣﺎن دﻫﯽ/ﮐﺸﻒ ﮐﺮدن، ﺣﺎﻓﻈﻪ ﮐﺎری و ﯾﺎدﮔﯿﺮی ﺧﻮدﮐﺎر/روﻧﺪی ﺗﻔﺎوت ﻣﻌﻨﯽداری وﺟﻮد داﺷﺖ. در زﻣﯿﻨﻪ رواﯾﯽ ﺗﺸﺨﯿﺼﯽ ﺳﻄﻮح زﯾﺮ ﻣﻨﺤﻨﯽ راک ﺑﺮای ﻫﺮ ﻣﺆﻟﻔﻪ ﻧﺸﺎن داد، اﯾﻦ ﻣﻘﯿﺎس ﺗﻮاﻧﺎﯾﯽ ﺗﻤﺎﯾﺰﮔﺬاری ﺑﯿﻦ داﻧﺶ آﻣﻮزان ﻋﺎدی و داﻧﺶ آﻣﻮزان ﻣﺒﺘﻼ ﺑﻪ اﺧﺘﻼل ﯾﺎدﮔﯿﺮی را دارا ﻣﯽ ﺑﺎﺷﺪ. ﻣﻘﯿﺎس ﺣﺎﻓﻈﻪ از ﻫﻤﺴﺎﻧﯽ دروﻧﯽ و ﺿﺮﯾﺐ ﺛﺒﺎت ﻣﻨﺎﺳﺒﯽ ﺑﺮﺧﻮردار اﺳﺖ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﻧﺸﺎن داد ﮐﻪ اﯾﻦ ﻣﻘﯿﺎس از ﭼﻬﺎر ﻋﺎﻣﻞ ﯾﺎدﮔﯿﺮی ﻫﺪﻓﻤﻨﺪ، ﯾﺎدﮔﯿﺮی ﺧﻮدﮐﺎر/ روﻧﺪی، ﺣﺎﻓﻈﻪ ﮐﺎری و ﺳﺎزﻣﺎن دﻫﯽ و ﮐﺸﻒ ﮐﺮدن ﺳﺎﺧﺘﻪ ﺷﺪه اﺳﺖ. آﻟﻔﺎی ﮐﺮوﻧﺒﺎخ ﺑﺮای ﯾﺎدﮔﯿﺮی ﻫﺪﻓﻤﻨﺪ 0/86، ﺳﺎزﻣﺎن دﻫﯽ/ﮐﺸﻒ ﮐﺮدن 0/77، ﺣﺎﻓﻈﻪ ﮐﺎری 0/70 و ﯾﺎدﮔﯿﺮی ﺧﻮدﮐﺎر/روﻧﺪی 0/82 و ﺑﺮای ﮐﻞ ﻣﻘﯿﺎس 0/93 ﺑﻮد. ﯾﺎﻓﺘﻪ ﻫﺎی ﭘﮋوﻫﺶ ﺑﯿﺎﻧﮕﺮ اﯾﻦ اﺳﺖ ﮐﻪ ﻧﺴﺨﻪ ﻓﺎرﺳﯽ ﭘﺮﺳﺶﻧﺎﻣﻪ ﺣﺎﻓﻈﻪ در ﺟﺎﻣﻌﻪ داﻧﺶ آﻣﻮزان از ﺧﺼﻮﺻﯿﺎت روان ﺳﻨﺠﯽ ﻗﺎﺑﻞ ﻗﺒﻮﻟﯽ ﺑﺮﺧﻮردار اﺳﺖ.

Psychometric characteristics of Memory Scale: Measure of everbody functions of memory in students

The purpose of this study was to examine psychometric characteristics of memory scale: measure of everbody functions of memory in students. The research design is a correlation type. The population of this study is all students of elementary schools in Semnan city. 220 students were selected by cluster random sampling method and their parents responded to the memory scale (Geurtin et al., 2018). SPSS22 and Lisrel 8.54 were used for data analysis, Cronbach #39;s alpha coefficient, multivariate analysis of variance and rock curves. In the context of construct validity there was a significant difference between the two groups; normal students and students with learning disabilities in all components of memory; effortful/intentional learning, automatic/procedural learning, working memory and prospective memory/organization. In the context of the discriminant validity, the levels below the rock curve for each component showed the ability to differentiate between normal students and students with learning disabilities. The memory scale has an internal consistency and a good stability coefficient. The results of the factor analysis showed that this scale was made up of four factors of effortful/intentional learning, automatic/procedural learning, working memory and prospective memory/organization. Cronbach #39;s alpha for effortful/intentional learning was 0.86, prospective memory/organization of 0.77, working memory 0.70, and , automatic/procedural learning 0.82 and for the whole scale 0.93. Findings of the research indicate that the Persian version of the memory questionnaire in the students rsquo; community has acceptable psychometric properties.