ويژگي‌هاي روان‌سنجي نسخه فارسي سنجه‌ي چندوجهي اهمال‌كاري تحصيلي (MMAP) در نمونه‌اي از دانشجويان

Psychometric Properties of the Persian version of Multifaceted Measure of Academic Procrastination (MMAP) in a Sample of College Students

سنجه‌ي چندوجهي اهمال‌كاري تحصيلي (MMAP) يكي از ابزارهاي جامع و جديد براي ارزيابي اين سازه است كه در پژوهش حاضر ويژگي‌هاي روانسنجي آن در دانشجويان مورد بررسي قرار گرفته است. اين مطالعه يك پژوهش توصيفي- مقطعي و از نوع اعتبارسنجي است. جامعه آماري دانشجويان دانشگاه گيلان در سال تحصيلي 98-97 بودند كه طي‌ نمونه‌گيري‌ خوشه‌اي انتخاب شدند. ابتدا پايايي ابزار پژوهش به روش بازآزمايي (44=n)، سپس بعدپذيري و ويژگي‌هاي روانسنجي بررسي گرديد (400=n) و سرانجام عامل‌هاي اكتشاف‌شده تحت تحليل عاملي تاييدي قرار گرفتند (40=n). اندازه همبستگي براي نمرات كل MMAP بافاصله‌ي 3 هفته نشان داد پايايي بازآزمايي 0/85 است. همچنين نتايج تحليل عاملي اكتشافي آشكار ساخت سه‌ عامل استخراج‌شده مجموعاً 54/94 درصد از واريانس كل MMAP را تبيين مي‌كند. ضرايب‌ آلفاي كرونباخ براي زيرمقياس‌هاي پيامدهاي منفي، رفتار اهمال‌كاري، هيجان‌هاي منفي و كل پرسشنامه به‌ ترتيب 0/94، 0/93، 0/87 و 0/95 و ضريب همبستگي زيرمقياس‌ها با نمره‌كل در دامنه 0/33 تا 0/91 (0/01

Multifaceted Measure of Academic Procrastination (MMAP) is one of the comprehensive and new tools for evaluating this construct. The present study was conducted with the aim of investigating the psychometric properties of MMAP in students. This study was a descriptive cross-sectional design and validiation study. The research population consisted of all students of University of Guilan in the academic year 2018-2019 that selected During cluster sampling. the first test-retest reliability of the tool (n=44), Then, dimensionality and psychometric properties of the tool were evaluated (n=400), Finally, the explored factors underwent confirmatory factor analysis (n=40). correlation of total scores of MMAP with a 3-week interval showed that the test-retest reliability was 0.85. Exploratory factor revealed that three extracted factors explained 54.94% of the total variance of MMAP. Cronbach's alpha coefficients for subscales of negative outcomes, procrastination behavior, negative emotions and total questionnaire were calculated 0.94, 0.93, 0.87 and 0.95, respectively. The correlation coefficient of the subscales with total score was obtained in a range 0.33 to 0.91 (P<0.01). The MMAP convergent and divergent validity through correlating with the Savari Procrastination Test and the Conscientiousness Subscale of NEO Questionnaire were estimated 0.68 and -0.48, respectively, which indicates that construct validity is desirable. However, the results of the confirmatory factor analysis did not confirm the existence of these structures with certainty (GFI=0.488, CFI=0.593, NFI=0.462, TLI=0.544, RMSEA=0.178). Although the MMAP dimensionality is not associated with certainty, but the factors extracted from it have good correlation with the total score and its reliability and convergent and divergent validity are confirmed. Therefore, the Persian version of MMAP is a valid tool that can be used in educational settings to measure the procrastination problems