رواسازی و اعتباریابی نسخه فارسی پرسش‌نامه اضطراب رایانه دانش‌آموزان

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

مقاله 7، دوره 4، 4 (پیاپی 16)، مرداد 1393، صفحه 117-141   

نوع مقاله: مقاله پژوهشی

نویسندگان

مهرک رحیمی^{* 1}؛ سمانه یدالهی²

¹استادیار گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

²کارشناس ارشد آموزش زبان انگلیسی، اداره آموزش و پرورش استان فارس، شیراز، ایران

چکیده

با توجه به گسترش روز افزون به‌کارگیری فن‌آوری در آموزش، مطالعه سازه‌ های مرتبط با نحوه تعامل دانش‌آموزان با رایانه و سایر ابزار‌های فن‌آوری از اهمیت ویژه‌ ای برخوردار است. یکی از این سازه ‌های مرتبط، اضطراب رایانه است که باعث ایجاد دلهره، سردرگمی، ترس و در نهایت اجتناب از کار با رایانه می ‌شود. نظر به اهمیت سنجش این سازه در بین کاربران فن‌آوری در محیط‌ های آموزشی، پژوهش حاضر، به بررسی اعتبار‌یابی و رواسازی مقیاس درجه‌بندی اضطراب رایانه (Weil & Rosen, 1995) که اساساً برای کاربران محیط‌های آموزشی، خصوصاً دانش‌آموزان طراحی شده، پرداخته است. بدین منظور، نسخه فارسی مقیاس درجه‌بندی اضطراب رایانه بین 789 دانش‌آموز دبیرستانی که توسط روش نمونه‌ گیری خوشه ‌ای تصادفی انتخاب شده بودند، توزیع شد و تحقیق به روش پیمایشی انجام شد. به منظور بررسی ساختار عاملی و اعتبار و روایی پرسش‌نامه، از روش تحلیل گویه ‌ها (محاسبه ضریب تمییز و روش لوپ)، تحلیل عاملی اکتشافی، تحلیل عاملی تأییدی و محاسبه ضریب آلفای کرونباخ برای کل پرسش‌نامه و عامل‌ها استفاده شد. نتیجه تحلیل گویه‌ها نشان داد که 18 گویه از 20 گویه پرسش‌نامه مناسب استفاده در محاسبات هستند. تحلیل عاملی اکتشافی، 3 عامل را شناسایی نمود. تحلیل عاملی تأییدی نیز نشان داد که الگوی سه عاملی این پرسش‌نامه برازندگی قابل قبولی با داده‌ها دارد. اعتبار ابزار با استفاده از روش همسان‌سازی درونی محاسبه شد و آلفای 90/0 نشان داد که مقیاس از اعتبار خوبی برخوردار است. در نتیجه می‌توان گفت نسخه ترجمه شده پرسش‌نامه برای استفاده در پژوهش ‌های مربوط به فن‌آوری در بین دانش‌آموزان ایرانی مقیاس قابل قبولی است.

کلیدواژه‌ها

اضطراب رایانه؛ اعتباریابی؛ ‌روایی‌سازی؛ پرسش‌نامه

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