بررسی ویژگی‌های روان‌سنجی نسخه کوتاه پرسشنامه دشواری در تنظیم هیجان در دانش آموزان: DERS-16

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی. اردبیل، ایران.

2 استادیار گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.

3 دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی. اردبیل، ایران.

چکیده

هدف: هدف پژوهش حاضر، بررسی روایی، پایایی و ساختار عاملی نسخه کوتاه پرسشنامه دشواری در تنظیم هیجان در دانش­آموزان (DERS-16) بود.
  مواد و روش‌ها :  جامعه آماری این پژوهش شامل کلیه دانش­آموزان دوره دوم متوسطه ناحیه یک شهر اردبیل در سال تحصیلی 1400-1399 (به تعداد 12196) دانش‌آموز بود که تعداد 380 نفر به روش نمونه­گیری در دسترس از طریق اینترنت (برنامه شاد) انتخاب شدند. جهت محاسبه روایی همگرا و تشخیصی از مقیاس افسردگی، اضطراب و استرس (DASS-21) و پرسشنامه انعطاف­پذیری روان­شناختی استفاده شد. روایی سازه از طریق تحلیل عاملی تأییدی مورد بررسی قرار گرفت. پایایی به کمک روش آلفای کرونباخ و بازآزمایی انجام شد.
  یافته‌ها : نتایج تحلیل عاملی تأییدی همانند فرم اصلی، پنج عامل عدم وضوح هیجانی، دشواری در کنترل تکانه­ها، دشواری در انجام رفتارهای هدفمند، دسترسی محدود به راهبردهای مؤثر تنظیم هیجان و عدم پذیرش پاسخ‌های هیجانی را مورد تائید قرار داد. همچنین، ضریب آلفای کرونباخ برای کل مقیاس برابر با 84/0 و برای خرده مقیاس‌های عدم وضوح هیجانی، دشواری در کنترل تکانه­ها، دشواری در انجام رفتارهای هدفمند، دسترسی محدود به راهبردهای مؤثر تنظیم هیجان و عدم پذیرش پاسخ‌های هیجانی به ترتیب برابر90/0، 84/0، 86/0، 85/0، 87/0 به دست آمد. علاوه بر این، ضریب بازآزمایی با فاصله چهار هفته برای کل پرسشنامه 72/0 و برای خرده مقیاس‌های عدم وضوح هیجانی، دشواری در کنترل تکانه­ها، دشواری در انجام رفتارهای هدفمند، دسترسی محدود به راهبردهای مؤثر تنظیم هیجان و عدم پذیرش پاسخ‌های هیجانی به ترتیب برابر 68/0، 80/0، 69/0، 82/0 و 77/0 به دست آمد.  همچنین ضرایب همبستگی نشان‌دهنده روایی همگرا و تشخیصی مطلوب پرسشنامه بود (001/0P<).
 نتیجه گیری : با توجه به نتایج به‌دست‌آمده می‌توان گفت که پرسش‌نامه دشواری در تنظیم هیجان ابزاری قابل اعتماد و روا برای اندازه‌گیری دشواری در تنظیم هیجان دانش­آموزان است. 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Psychometric Properties of Short version of Difficulty in Emotion Regulation Questionnaire in Students: DERS-16

نویسندگان [English]

  • Taghi Akbari 1
  • saeed pourabdol 2
  • Ramin Gharibzadeh 3
1 Associate Professor of Educational Sciences, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili. Ardabil. Iran.
2 Assistant Professor of Clinical Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
3 Ph.D of Educational Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili. Ardabil. Iran
چکیده [English]

Objective:  The aim of the present study was to investigate the validity, reliability, and factor structure of the short version of the difficulty in emotion regulation questionnaire (DERS-16) in students.
Methods: The statistical population of this study included all high school students in District 1 of Ardabil City in the academic year 2021-2022 (12196 students). 380 people were selected by sampling methods available through the Internet (Shad program). The Depression, Anxiety, and Stress Scale (DASS-21) and the psychological flexibility questionnaire were used to calculate convergent and discriminant validity. The construct validity was examined through confirmatory factor analysis. Reliability was performed using Cronbach's alpha method and retesting.
Results: The results of confirmatory factor analysis, as in the original form, confirmed five factors: lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions. Also, Cronbach's alpha coefficient for the whole scale is 0.84, and for the subscales of lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions, they were equal to 0.90, 0.84, 0.86, 0.85, and 0.87, respectively. In addition, the four-week retest coefficient for the whole questionnaire was 0.72, and the subscales of lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions were equal to 0.68, 0.80, 0.69, 0.82, and 0.77, respectively. Also, correlation coefficients indicated favorable convergent and discriminant validity of the questionnaire (P<0/001).
Conclusion: According to the obtained results, it can be said that the difficulty in emotion regulation questionnaire (DERS-16) is a reliable and valid scale for measuring the difficulty in emotion regulation in students.

کلیدواژه‌ها [English]

  • Difficulty in emotion regulation
  • Validity
  • Reliability
  • Students

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روان شناسی مدرسه و آموزشگاه
دوره 13، شماره 2
مرداد 1403
صفحه 31-46

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