ساختار عاملي پرسشنامه فرسودگي تحصيلي ماسلاخ در دانشجويان دختر

Factor Structure of Maslach Burnout Inventory Student Survey in Female University Students

هدف پژوهش حاضر بررسي ويژگي‌هاي روان‌سنجي پرسشنامه فرسودگي تحصيلي ماسلاخ (MBI-SS) در دانشجويان دختر داراي مدرك كارشناسي ارشد بود. به‌منظور تكميل پرسشنامه فرسودگي تحصيلي، با روش نمونه‌گيري تصادفي طبقه‌اي، 124 دانشجوي دختر كارشناسي ارشد شركت كردند. تحليل مولّفه‌هاي اصلي سه عامل (بدبيني، خستگي هيجاني و ناكارآمدي) نشان داد كه در مجموع 70/53 درصد واريانس مقياس را تبيين كردند. همچنين نتايج نشان داد كه بر اساس تحليل ساختار عامل تاييدي، هر دو مدل سه عاملي مبتني بر يافته‌هاي تحليل مولّفه‌هاي اصلي و مبتني بر يافته‌هاي سازنده اصلي، نسبت به مدل يك عاملي برازش بيشتري با داده‌ها داشت. نتايج به دست آمده درباره همساني دروني كل مقياس و عامل‌هاي آن بيان‌كننده پايايي مقبول مقياس بود. همبستگي بين هر يك از ماده‌هاي مقياس با نمره كل از 33/0 تا 75/0 متغير و معنادار بود. همبستگي بين مقياس فرسودگي تحصيلي و ابعاد آن با كيفيّت تجارب يادگيري و خودكارآمدي معنادار بودند. با توجه به روايي و پايايي مقياس فرسودگي تحصيلي مي‌توان از اين مقياس براي سنجش فرسودگي تحصيلي استفاده كرد.

Previous research suggested that academic burnout is more prevalent in female students than male students, so measurement and investigation of female academic burnout is more important. The purpose of the present study was to investigate the psychometric properties, specifically factor structure, of Maslach Burnout Inventory-Student Survey (MBI-SS) in Female University Students. To this end, 124 female psychology students who were at second semester of their education, were randomly selected, completed the research questionnaires. Principal component analysis (using varimax rotation and removing three items that had not significant factor loadings on their factors) have yielded three factors that accounted for 57.3 percent of scale variance. Confirmatory factor analyses revealed that three factor model had better fit with data than one factor model. Moreover, three factor model based on principal component analysis had better fit with data than original three factor model. Internal consistency of the questionnaire and three subscales were acceptable. Item-total correlations were ranged from .33 to .75 and significant. Other results showed a significant correlation between academic burnout scores and its subscales with quality of learning experiences and self efficacy indicating good validity of the scale. It could be proposed using of MBI-SS for measuring academic burnout in relevant settings such as educational environments and counseling centers.