ساختار عاملی، روایی، پایایی و هنجاریابی مقیاس معلم مثبت ارییلماز در دانش‌آموزان دختر پایه دهم دوره دوم متوسطه

محورهای موضوعی : روانشناسی تربیتی

سمیه سلطانی دزکی ¹ , محمدعلی نادی ² , ایلناز سجادیان ³

1 - دانشجوی دکترای روانشناسی تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - دانشیار گروه علوم تربیتی، مرکز تحقیقات سلامت جامعه ، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
3 - دانشیار گروه روانشناسی بالینی، مرکز تحقیقات سلامت جامعه، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

تاریخ دریافت : 1400/08/07 تاریخ پذیرش : 1401/02/07 تاریخ انتشار : 1401/04/01

کلید واژه: روایی, ساختار عاملی, پایایی و هنجاریابی مقیاس معلم مثبت ارییلماز در دانش‌آموزان دختر پایه دهم دوره دوم متوسطه,

چکیده مقاله :

در ادبیات، ویژگی‌های معلمان مثبت‌ در ابعاد مختلف مورد بررسی قرار گرفته و بیشتر بر روابط مثبت معلم و دانش‌آموز متمرکز است. هدف پژوهش حاضر بررسی ساختار عاملی، روایی، پایایی و هنجاریابی مقیاس معلم مثبت است. از بین جامعه آماری با استفاده از روش نمونه‌گیری خوشه‌ای چند مرحله‌ای، 280 نفر از دانش‌آموزان دختر پایه دهم دوره دوم متوسطه شهر تهران در سال تحصیلی 1399-1398به عنوان نمونه انتخاب شدند و به پرسشنامه معلم مثبت ارییلماز (2017) پاسخ دادند. پژوهش در پایایی از ضرایب آلفای کرونباخ، گاتمن و اسپیرمن- براون و در روایی از تحلیل عاملی تأییدی استفاده شده است. نتایج نشان داد که ضرایب آلفای کرونباخ برای مقیاس معلم مثبت برابر73/0 و برای خرده مقیاس‌های جلب رضایتمندی نیازهای دانش‌آموزان برای شایستگی ، برقراری روابط مثبت با دانش‌آموزان، تفهیم کردن مطالب به دانش‌آموزان، برون‌گرا بودن، حمایت از تجارب فعال دانش‌آموزان و حمایت از مشارکت دانش‌آموزان در کلاس به ترتیب 95/0، 83/0، 82/0، 88/0، 94/0 و 91/0 بوده است. نتایج تحلیل عاملی تأییدی گویه‌های مقیاس معلم مثبت نشان داد که این مقیاس دارای شش عامل با شاخص‌های برازش مطلوب مقیاس می‌باشد.

چکیده انگلیسی:

In literature, positive features of teachers have been investigated under many dimensions. Positive teacher studies focus more on positive teacher-student relationships. The aim of this research was to Investigation of factor construction, validity, reliability and standardization the scale of positive teacher 280 Second grade students were multistage cluster randomly selected as sample of thestudy from high school in Tehran in year 2019-2020. These students responded to the Eryılmaz Positive Teacher Questionnaire. In the reliability of the study, Chronbachʼs Alpha coefficient, Guttman, Spearman -Brown and in the validity of confirmatory factor analysis have been used. The Cronbach’s Alpha coefficients were found to be 0.73 for positive teacher scale, and 0.95, 0.83, 0.82, 0.88, 0.94, 0.91 for Subscales) satisfying students need for competence, building positive relationships with students, concretize the subject which is taught, being extravert, supporting students flow experience and supporting students class engagement (respectively. The exploratory factor analysis of the scale showed that it has six factors with opimal fit indices.

منابع و مأخذ:

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Baker, J. A. (2006). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100(1): 57-7.

Bayrami, M., Hashemi, T., Fathi Azar, E., & Ala’i, P. (2012). The Impact of Teacher–Student Relationship on Traditional and Cyber Bullying among Female Students of Middle Schools. Educational Psychology, 8(26): 152-175 [In Persian].

Beishuizen, J. J., Hof, E., Putten, C. M., van Bouwmeester, S., & Asscher, J. J. (2001). Students’ and teachers’ cognitions about good thinking. British Journal of Educational Psychology, 71, 185-201.

Bennett, S. K. (1982). Student perceptions of and expectations for male and female instructors: Evidence relating to the question of gender bias in teaching evaluation. Journal of Educational Psychology, 74, 170–179.

Bernard, A., King, K., Murnan, J., Nabors, L., & Vidourek, R. (2011). Teachers’ strategies to positively connect students to school. American Journal of Health Education, 42(2): 116-122.

Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher–child relationship. Developmental Psychology, 35, 61–79.

Bramer, P. (2010). Guest editorial introduction to the special focus: Spiritual formation and Christian education. Christian Education Journal, 3(7): 332-339.

Connell, J. P. (1990). Context, self, and action: A motivational analysis of self system processes across the lifespan. In D. Cicchetti, & M. Beeghly (Eds.), The self in transition: From infancy to childhood (pp. 61– 97). Chicago7 University of Chicago Press.

Devellis, R. F. (2003). Scale Development: Theory and Application, 2nd ed. Newbury Park, CA: Sage.

Eilam, B., & Vidergor, H. E. (2011). Gifted Israeli students’ perceptions of teachers’ desired characteristics: A case of cultural orientation. Roeper Review, 33, 86–96.

Eryılmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6): 2049-2062.

Eryılmaz, A. (2017). Initial Development and Validation of the Positive Teacher Scale. Journal of Positive School Psychology, 1(1): 10–21

Eryılmaz, A., & Mammadov, M. (2016). Developing the scale of factors ıncreasing study motivation. Journal of European Education, 6(2): 73-87.

Evans, I., Harvey, S., & Yan, E. (2011). Observing emotional interactions between teachers and students in elementary school classrooms. Journal of Research in Childhood Education, 25(1): 82-97.

Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools. 53(3): 321–336.

Goldstein, G., & Benassi, V. (2006). Students’ and instructor’s beliefs about excellent lecturers and discussion leaders. Research in Higher Education, 47(6): 685-707.

Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1): 79–90.

Gui. A. K. W., Maizura, Y., Nur, S., Madhubala, A., & Norzihani S. (2020). Roles of Teacher and Challenges in Developing Students' Morality. Universal Journal of Educational Research, 8(3C): 52 – 59.

Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: a systematic review of 20 years of research methods and definitions. Lang. Teach. Res.

Howes, C., & Hamilton, C. E. (1992). Child relationships with child care teachers: Stability and concordance with parental attachments. Child Development, 63(4): 867– 878.

Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher–student relationship on childhood aggression: A prospective study. Journal of Clinical Child Psychology, 28(2): 173–184.

Lambert, C., & Zhang, G. (2019). Engagement in the use of English andChinese as foreign languages: the role of learner-generated content ininstructional task design. The Modern Language Journal. 103(2): 391–411.

Lawrence, T. (2007). Philosophy, religion and education American style: A literature review. Journal of Research on Christian Education, 16(2): 243-267.

Longobardi, C. Prino, L. E., Marengo, D., & Settani, M. (2016). Student-teacher relationships as protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7, 1988. Doi: 103389/ fpsyc. 2016.01988.

Lynch. M. (2021). The Role of Public Schools in the Advancement of the Communities. Book Series

Mansoory Nezhad, R., Behroozy, N., & SHehni Yeylagh, M. (2016). The Relationship Between Personality Characteristics with Teacher-Student Relationship. Quality in Students of High School, 2(2): 89-80 [In Persian].

Martin, A., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. American Educational Research Association, 79(1): 327-365.

Mystkowska-Wiertelak, A. (2020). Teachers’ accounts of learners’ engagement and disaffection in the language classroom. Lang. Lear. J.

Narinasamy, I., & Logeswaran, A. K. (2015). Teacher as Moral Model – Are We Caring Enough? World Journal of Education, 5(6): 1-11.

Oppermann, E., & Lazarides, R. (2021). Elementary school teachers’ self-efficacy, student perceived support and students’ mathematics interest. Teaching and Teacher Education. 103:103351.

Patall, E. A., Hooper, S., Vasquez, A. C., Pituch, K. A., & Steingut, R. R. (2018). Science classis too hard: perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction. 58, 220–231.

Phung, L. (2017). Task preference, affective response, and engagement in L2 use in a US University context. Language Teaching Research. 21(6): 751–766.

Pianta, R. C., & Steinberg, M. S. (1992). Teacher–child relationships and the process of adjusting to school. New Directions for Child Development, 57, 61-80.

Pishghadam, R., Derakhshan, A., Jajarmi, H., Tabatabaee Farani, S., & Shayesteh, S. (2021). Examining the role of teachers’ stroking behaviors in EFL learners’active/passive motivation and teacher success. Front. Educational Psychology. 12:707314.

Pishghadam, R., Derakhshan, A., Zhaleh, K., & Habeb Al-Obaydi, L. (2021). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: a cross-cultural study of Iranian and Iraqi students’ perceptions. Curr. Psychol.

Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4): 23-29.

Raufelder, D., Bukowski, D., & Mohr, W, D. (2013). Thick Description of the Teacher- student Relationship in the Educational Context of School: Results of an Ethnographic Field Study. Education and Training Studies. 1(2); 1-18.

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 433- 529.

Storch, N. (2008). Metatalk in a pair work activity: level of engagement and implications for language development. Language Awareness. 17(2): 95–114.

Stouffer, J. D. (2016). Eternity in Mind”: A Grounded Theory Study On Building Positive Teacher-Student Relationships in Christian Schools. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education. Liberty University.

Thibodeau, G. P., & Hillman, S. J. (2003). In retrospect: Teachers who made a difference from the perspective of pre-service and experienced teachers. Education, 124(1): 168-181.

Wang, Y. L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practising positive psychology in second/foreign language learning and teaching: the past, current status and future directions. Front. Psychol

Wayne, A., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1): 89-122.

Wentzel, K. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287– 301.

Zhang, Z. (2020). Learner engagement and language learning: anarrative inquiry of a successful language learner. Lang. Learn

Alderman, G., & Green, S. (2011). Social powers and effective classroom management: Enhancing teacher-student relationships. Intervention in School and Clinic, 47(39): 39- 44.

Baker, J. A. (2006). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100(1): 57-7.

Bayrami, M., Hashemi, T., Fathi Azar, E., & Ala’i, P. (2012). The Impact of Teacher–Student Relationship on Traditional and Cyber Bullying among Female Students of Middle Schools. Educational Psychology, 8(26): 152-175 [In Persian].

Beishuizen, J. J., Hof, E., Putten, C. M., van Bouwmeester, S., & Asscher, J. J. (2001). Students’ and teachers’ cognitions about good thinking. British Journal of Educational Psychology, 71, 185-201.

Bennett, S. K. (1982). Student perceptions of and expectations for male and female instructors: Evidence relating to the question of gender bias in teaching evaluation. Journal of Educational Psychology, 74, 170–179.

Bernard, A., King, K., Murnan, J., Nabors, L., & Vidourek, R. (2011). Teachers’ strategies to positively connect students to school. American Journal of Health Education, 42(2): 116-122.

Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher–child relationship. Developmental Psychology, 35, 61–79.

Bramer, P. (2010). Guest editorial introduction to the special focus: Spiritual formation and Christian education. Christian Education Journal, 3(7): 332-339.

Connell, J. P. (1990). Context, self, and action: A motivational analysis of self system processes across the lifespan. In D. Cicchetti, & M. Beeghly (Eds.), The self in transition: From infancy to childhood (pp. 61– 97). Chicago7 University of Chicago Press.

Devellis, R. F. (2003). Scale Development: Theory and Application, 2nd ed. Newbury Park, CA: Sage.

Eilam, B., & Vidergor, H. E. (2011). Gifted Israeli students’ perceptions of teachers’ desired characteristics: A case of cultural orientation. Roeper Review, 33, 86–96.

Eryılmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6): 2049-2062.

Eryılmaz, A. (2017). Initial Development and Validation of the Positive Teacher Scale. Journal of Positive School Psychology, 1(1): 10–21

Eryılmaz, A., & Mammadov, M. (2016). Developing the scale of factors ıncreasing study motivation. Journal of European Education, 6(2): 73-87.

Evans, I., Harvey, S., & Yan, E. (2011). Observing emotional interactions between teachers and students in elementary school classrooms. Journal of Research in Childhood Education, 25(1): 82-97.

Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools. 53(3): 321–336.

Goldstein, G., & Benassi, V. (2006). Students’ and instructor’s beliefs about excellent lecturers and discussion leaders. Research in Higher Education, 47(6): 685-707.

Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1): 79–90.

Gui. A. K. W., Maizura, Y., Nur, S., Madhubala, A., & Norzihani S. (2020). Roles of Teacher and Challenges in Developing Students' Morality. Universal Journal of Educational Research, 8(3C): 52 – 59.

Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: a systematic review of 20 years of research methods and definitions. Lang. Teach. Res.

Howes, C., & Hamilton, C. E. (1992). Child relationships with child care teachers: Stability and concordance with parental attachments. Child Development, 63(4): 867– 878.

Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher–student relationship on childhood aggression: A prospective study. Journal of Clinical Child Psychology, 28(2): 173–184.

Lambert, C., & Zhang, G. (2019). Engagement in the use of English andChinese as foreign languages: the role of learner-generated content ininstructional task design. The Modern Language Journal. 103(2): 391–411.

Lawrence, T. (2007). Philosophy, religion and education American style: A literature review. Journal of Research on Christian Education, 16(2): 243-267.

Longobardi, C. Prino, L. E., Marengo, D., & Settani, M. (2016). Student-teacher relationships as protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7, 1988. Doi: 103389/ fpsyc. 2016.01988.

Lynch. M. (2021). The Role of Public Schools in the Advancement of the Communities. Book Series

Mansoory Nezhad, R., Behroozy, N., & SHehni Yeylagh, M. (2016). The Relationship Between Personality Characteristics with Teacher-Student Relationship. Quality in Students of High School, 2(2): 89-80 [In Persian].

Martin, A., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. American Educational Research Association, 79(1): 327-365.

Mystkowska-Wiertelak, A. (2020). Teachers’ accounts of learners’ engagement and disaffection in the language classroom. Lang. Lear. J.

Narinasamy, I., & Logeswaran, A. K. (2015). Teacher as Moral Model – Are We Caring Enough? World Journal of Education, 5(6): 1-11.

Oppermann, E., & Lazarides, R. (2021). Elementary school teachers’ self-efficacy, student perceived support and students’ mathematics interest. Teaching and Teacher Education. 103:103351.

Patall, E. A., Hooper, S., Vasquez, A. C., Pituch, K. A., & Steingut, R. R. (2018). Science classis too hard: perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction. 58, 220–231.

Phung, L. (2017). Task preference, affective response, and engagement in L2 use in a US University context. Language Teaching Research. 21(6): 751–766.

Pianta, R. C., & Steinberg, M. S. (1992). Teacher–child relationships and the process of adjusting to school. New Directions for Child Development, 57, 61-80.

Pishghadam, R., Derakhshan, A., Jajarmi, H., Tabatabaee Farani, S., & Shayesteh, S. (2021). Examining the role of teachers’ stroking behaviors in EFL learners’active/passive motivation and teacher success. Front. Educational Psychology. 12:707314.

Pishghadam, R., Derakhshan, A., Zhaleh, K., & Habeb Al-Obaydi, L. (2021). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: a cross-cultural study of Iranian and Iraqi students’ perceptions. Curr. Psychol.

Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4): 23-29.

Raufelder, D., Bukowski, D., & Mohr, W, D. (2013). Thick Description of the Teacher- student Relationship in the Educational Context of School: Results of an Ethnographic Field Study. Education and Training Studies. 1(2); 1-18.

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 433- 529.

Storch, N. (2008). Metatalk in a pair work activity: level of engagement and implications for language development. Language Awareness. 17(2): 95–114.

Stouffer, J. D. (2016). Eternity in Mind”: A Grounded Theory Study On Building Positive Teacher-Student Relationships in Christian Schools. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education. Liberty University.

Thibodeau, G. P., & Hillman, S. J. (2003). In retrospect: Teachers who made a difference from the perspective of pre-service and experienced teachers. Education, 124(1): 168-181.

Wang, Y. L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practising positive psychology in second/foreign language learning and teaching: the past, current status and future directions. Front. Psychol

Wayne, A., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1): 89-122.

Wentzel, K. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287– 301.

Zhang, Z. (2020). Learner engagement and language learning: anarrative inquiry of a successful language learner. Lang. Learn