ساخت و بررسي ويژگي هاي روانسنجي فرم فارسي آزمون نرم افزاري حافظه فعال هيجاني حسني در دانش آموزان دختر پايه پنجم

Designing and Evaluating Psychometric Properties of Persian Version of Hassani’s Emotional Active Memory Software Test in Fifth Grade Female Students

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺳﺎﺧﺖ و ﺑﺮرﺳﯽ وﯾﮋﮔﯽ ﻫﺎي رواﻧﺴﻨﺠﯽ آزﻣﻮن ﻧﺮم اﻓﺰاري ﺣﺎﻓﻈﻪ ﻓﻌﺎل ﻫﯿﺠﺎﻧﯽ ﺣﺴﻨﯽ اﺳﺖ ﮐﻪ ﻣﺠﻤﻮﻋﺎً در ﻧﻤﻮﻧﻪ اي ﻣﺘﺸﮑﻞ از 80 داﻧﺶ آﻣﻮز دﺧﺘﺮ ﭘﺎﯾﻪ ﭘﻨﺠﻢ دﺑﺴﺘﺎن ﻫﺎي دوﻟﺘﯽ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1395-1396 ﺑﺎ دو روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي و ﻫﺪﻓﻤﻨﺪ اﻧﺠﺎم ﺷﺪه اﺳﺖ. اﯾﻦ آزﻣﻮن داراي 8 ﺑﻠﻮك اﺳﺖ ﮐﻪ ﻫﺮ ﺑﻠﻮك ﺷﺎﻣﻞ 12 ﺗﻤﺮﯾﻦ اﺳﺖ، ﮐﻪ ﺑﺮاي ﻫﺮ آزﻣﻮدﻧﯽ 3 ﺑﻠﻮك ﺑﻪ ﺗﺼﺎدف اﺟﺮا ﻣﯽ ﮔﺮدد و ﻣﺤﺮك ﻫﺎ داراي ﺗﻌﺪادي ﭼﻬﺮه ﺑﺎ ﺑﺎر ﻫﯿﺠﺎﻧﯽ و ﻋﻼﻣﺖ ﻣﯽ ﺑﺎﺷﻨﺪ. ﺟﻬﺖ ﺑﺮرﺳﯽ وﯾﮋﮔﯽ ﻫﺎي رواﻧﺴﻨﺠﯽ از ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ ﺑﺎز آزﻣﺎﯾﯽ ﺑﺎ ﻓﺎﺻﻠﻪ زﻣﺎﻧﯽ 20 روز اﺳﺘﻔﺎده ﺷﺪ ﮐﻪ ﺿﺮاﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ در داﻣﻨﻪ 0/68 ﺗﺎ 0/75 ﻗﺮار دارد، ﻫﻤﭽﻨﯿﻦ رواﯾﯽ آزﻣﻮن ﺑﺎ ﺷﯿﻮه رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ و ﻣﻼﮐﯽ از ﻃﺮﯾﻖ ﻣﻘﺎﯾﺴﻪ ﮔﺮوه ﻫﺎي ﻣﺘﺒﺎﯾﻦ" اﻧﺠﺎم ﺷﺪ. ﮔﺮوه اول ﺷﺎﻣﻞ 20 داﻧﺶ آﻣﻮز ﺑﻬﻨﺠﺎر و ﮔﺮوه دوم ﺷﺎﻣﻞ20 داﻧﺶ آﻣﻮز داراي ﻧﻘﺺ ﺣﺎﻓﻈﻪ ﻓﻌﺎل و ﺗﻨﻈﯿﻢ ﺷﻨﺎﺧﺘﯽ ﻫﯿﺠﺎﻧﯽ ﭘﺎﯾﯿﻦ اﺳﺖ ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از دو آزﻣﻮن ﺣﺎﻓﻈﻪ ﻓﻌﺎل وﮐﺴﻠﺮ و ﺗﻨﻈﯿﻢ ﺷﻨﺎﺧﺘﯽ ﻫﯿﺠﺎن ﮐﻮدﮐﺎن ﮔﺎرﻧﻔﺴﮑﯽ ﺷﻨﺎﺳﺎﯾﯽ ﺷﺪﻧﺪ. ﮐﻪ ﻧﺘﺎﯾﺞ ﻣﻘﺎﯾﺴﻪ آﻣﺎري ﻣﯿﺎﻧﮕﯿﻦ دو ﮔﺮوه در ﻗﺴﻤﺖ ﻫﺎي ﻣﺨﺘﻠﻒ آزﻣﻮن، ﺗﻔﺎوت ﻣﻌﻨﺎداري را ﺑﯿﻦ ﻋﻤﻠﮑﺮد اﯾﻦ دو ﮔﺮوه ﻧﺸﺎن داد )0/001=p(. ﺑﻨﺎﺑﺮاﯾﻦ آزﻣﻮن ﻧﺮم اﻓﺰاري ﺣﺎﻓﻈﻪ ﻓﻌﺎل ﻫﯿﺠﺎﻧﯽ ﺣﺴﻨﯽ از ﭘﺎﯾﺎﯾﯽ و رواﯾﯽ ﻣﻄﻠﻮﺑﯽ ﺑﺮﺧﻮردار اﺳﺖ و ﻣﯽ ﺗﻮان آن را ﺑﺮاي ﺳﻨﺠﺶ ﺣﺎﻓﻈﻪ ﻓﻌﺎل ﻫﯿﺠﺎﻧﯽ در ﻣﻄﺎﻟﻌﺎت رواﻧﺸﻨﺎﺳﯽ در همين ﻣﺤﺪوده ﺳﻨﯽ ﺑﻪ ﮐﺎرﺑﺮد.

The present study aimed at designing and evaluating the psychometric properties of Hassani’s Emotional Active Memory Software Test on a sample of 80 fifth grade female students in public schools of Tehran during the academic year 2016-2017. They were selected via two multistage cluster sampling and purposive methods. The test consists of 8 blocks, each consists of 12 exercises. 3 blocks is performed for each subject selected randomly. The stimuli have a number of emoji with emotional loads and marks. To investigate the psychometric properties, test-retest reliability coefficient with 20 days interval was employed. The correlation coefficients ranged from 0.68 to 0.75. In addition, validity of the test was assessed using content validity and criterion validity techniques by comparing "matched groups". The first group consisted of 20 normal students, and the second group included 20 students with active memory deficits and low cognitive emotion regulation. The second group’s subjects were identified by two the Wechsler Memory Scale (WMS) and Garnefski’s Cognitive Emotion Regulation Questionnaire (CERQ). The results of comparing mean scores of the two groups in different parts of the test showed a significant difference between the performance of them (p = 0.001). Therefore, Hassani’s Active Memory Software Test has good reliability and validity and can be used to measure emotional memory in psychological studies in the mentioned age range.