ساخت مقياس سنجش شادكامي مدرسه‌اي دانش‌آموزان ابتدايي: مطالعه‌اي به روش پژوهش آميخته

Construction of the Elementary School Students’ Subjective Well-Being in School Scale: an Exploratory Mixed-Method Study

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺳﺎﺧﺖ ﻣﻘﯿﺎﺳﯽ ﺑﺮاي ﺳﻨﺠﺶ ﺷﺎدﮐﺎﻣﯽ ﻣﺪرﺳﻪاي داﻧﺶآﻣﻮزان اﺑﺘﺪاﯾﯽ اﻧﺠﺎم ﺷﺪ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر ﻣﺒﺘﻨﯽ ﺑﺮ روش ﭘﮋوﻫﺶ آﻣﯿﺨﺘﻪ اﮐﺘﺸﺎﻓﯽ از ﻧﻮع ﺳﺎﺧﺖ اﺑﺰار، دو ﻣﻄﺎﻟﻌﻪ ﺑﻪ اﻧﺠﺎم رﺳﯿﺪ. در ﻣﻄﺎﻟﻌﻪ اول، ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﻤﻮﻧﻪﮔﯿﺮي ﻣﻼﮐﯽ، اﻧﺘﺨﺎب ﺷﺪه و ﻣﺼﺎﺣﺒﻪ ﻓﺮدي ﺑﺎ 29 ﻧﻔﺮ از ﻣﻌﻠﻤﺎن و داﻧﺶآﻣﻮزان ﻣﺪارس ﺷﻬﺮ ﺗﻬﺮان اﻧﺠﺎم ﺷﺪ. ﺑﺮاي ﮔﺮدآوري دادهﻫﺎ از ﻣﻘﯿﺎس ﺗﮏﺳﻮاﻟﯽ ﻣﺤﻘﻖﺳﺎﺧﺘﻪ و ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪﺳﺎﺧﺘﺎرﻣﻨﺪ، و ﺑﺮاي ﺗﺤﻠﯿﻞدادهﻫﺎ از روش ﺗﺤﻠﯿﻞ ﮐﻼُ ﯾﺰي اﺳﺘﻔﺎده ﺷﺪ. ﺗﺤﻠﯿﻞ دادهﻫﺎ ﺑﻪ ﺷﻨﺎﺳﺎﯾﯽ ﺷﺶ ﻣﻀﻤﻮن ﺷﺎﻣﻞ »اﺟﺮاﯾﯽ ﻣﺪﯾﺮﯾﺘﯽ«، »ﻓﺮﻫﻨﮕﯽ«، »ﻣﺤﯿﻄﯽ«، »دوﺳﺘﺎن«، »ﺗﺪرﯾﺲ و اﺧﻼق ﻣﻌﻠﻢ« و »ﻓﺮدي« ﻣﻨﺠﺮﮔﺮدﯾﺪ. در ﻣﻄﺎﻟﻌﻪ دوم و ﺑﺨﺶ ﮐﻤﯽ، از ﻣﯿﺎن داﻧﺶآﻣﻮزان ﻣﺪارس اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﻬﺮان ﺗﻌﺪاد 387 ﻧﻔﺮ از ﻃﺮﯾﻖ ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﺳﻪﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب ﺷﺪ. وﯾﮋﮔﯽﻫﺎي ﻓﻨﯽ اﺑﺰار ﺑﺎ اﺳﺘﻔﺎده از رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ، ﺗﺤﻠﯿﻞ ﮔﻮﯾﻪﻫﺎ، رواﯾﯽ ﺳﺎزه و ﺗﻌﯿﯿﻦ اﻋﺘﺒﺎر ﺑﺮرﺳﯽ ﺷﺪ. ﺿﺮﯾﺐ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ ﻫﺮ ﯾﮏ از ﮔﻮﯾﻪﻫﺎ ﺑﺎﻻﺗﺮ از ﻣﻘﺪار ﻣﻌﯿﺎر 0/54 و ﺷﺎﺧﺺ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ )رواﯾﯽ ﮐﻠﯽ( اﺑﺰار 0/735 ﺑﻪ دﺳﺖ آﻣﺪ. اﻋﺘﺒﺎر ﻣﻘﯿﺎس ﻧﯿﺰ ﺑﺎ اﺳﺘﻔﺎده از آﻟﻔﺎيﮐﺮوﻧﺒﺎخ و ﺑﺮآورد ﺿﺮﯾﺐﻫﻤﺴﺎﻧﯽ 0/86 ﺗﺎﯾﯿﺪ ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ اﮐﺘﺸﺎﻓﯽ ﺑﻪ اﺳﺘﺨﺮاج ﺷﺶ ﻋﺎﻣﻞ ﻣﻨﺠﺮﮔﺮدﯾﺪ. ﻣﻨﺤﻨﯽ وﯾﮋﮔﯽ ﮔﻮﯾﻪﻫﺎ ﻧﺸﺎن داد ﮐﻪ اﮐﺜﺮﯾﺖ ﮔﻮﯾﻪﻫﺎ از وﺿﻌﯿﺖ ﻗﺎﺑﻞ ﻗﺒﻮل و ﺑﻌﻀﺎً ﺑﺴﯿﺎرﺧﻮﺑﯽ ﺑﺮﺧﻮردارﻧﺪ. ﺑﻄﻮر ﮐﻠﯽ در ﻣﻮرد ﮐﯿﻔﯿﺖ اﺑﺰار ﻣﯽﺗﻮان ﮔﻔﺖ از آﻧﺠﺎ ﮐﻪ در داﻣﻨﻪ ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ از ﭘﯿﻮﺳﺘﺎر ﺗﻮاﻧﺎﯾﯽ )2- ﺗﺎ 1+(، آﮔﺎﻫﯽ ﺑﺎﻻﯾﯽ را ﻓﺮاﻫﻢ ﻣﯽﺳﺎزد، از ﮐﯿﻔﯿﺖ ﻣﻄﻠﻮﺑﯽ ﺑﺮﺧﻮردار اﺳﺖ. ﺑﺮرﺳﯽ وﯾﮋﮔﯽﻫﺎي ﻓﻨﯽ اﺑﺰار ﻧﺸﺎن داد ﮐﻪ ﻣﯽﺗﻮان از آن ﺑﻪﻋﻨﻮان اﺑﺰاري روا و ﻣﻌﺘﺒﺮ ﺑﺮاي ﺳﻨﺠﺶ ﺷﺎدﮐﺎﻣﯽ ﻣﺪرﺳﻪاي داﻧﺶآﻣﻮزان اﺑﺘﺪاﯾﯽ اﺳﺘﻔﺎده ﮐﺮد.

The purpose of this study was to construct a scale for assessing the Students` Subjective Well-being in elementary School (ESSSWBSS). For this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 29 key informants including teachers and elementary school students in Tehran were selected and interviewed. Research tools were researcher-made single-item questionnaire and semi-structured interviews. Data were analyzed by Colaizzi's method. This has led to identifying six main themes including 'executive-administrative ', 'cultural', 'environment', 'friends', 'teaching and teacher ethics' and 'individual'. In the second study, among elementary school students in Tehran 387 students were selected through three-way cluster sampling. Psychometric properties of tools were evaluated using content validity, examination of items, structural validity and reliability determination. The content validity ratio (CVR) of each of the items was above the criterion of 0.54 and the overall validity of the tool (CVI) was 0.735. Validity of the scale was confirmed by content validity based on experts' opinion; the reliability of the scale was calculated by Cronbach's alpha and its value was 0.86. The exploratory factor analysis resulted in extraction of six factors. The item characteristic curve indicates that the majority of the items have a satisfactory and sometimes very good qualifications. In general, it can be said that the quality of the tool is of good quality because it provides a high level of information in a significant range of the ability continuum (-2 to +1). Investigating the psychometric properties of the tool showed that it can be used as a valid and reliable tool for assessing the Elementary School Students’ Subjective Well-Being in School.