Reliability and exploratory factor analysis of children and teenagers' SEQ–C self-efficacy questionnaire

Document Type : Research Paper

Authors

1 . M. A in Educational Psychology, Azarbaijan Shahid Madani University

2 Associate Professor, Azarbaijan Shahid Madani University

3 Professor, Azarbaijan Shahid Madani University

10.22098/jsp.2018.657

Abstract

                    Identifying and assessing the emotional factors affecting academic achievement in the areas of active and educational psychology is important. In this study, standardization, validity and reliability of self-efficacy has been studied. The questionnaire contained 23 items measuring the academic, social and emotional components. 247 freshman high school students were selected by random cluster sampling and multi-stage sampling as the sample. To review the questionnaire, confirmatory factor analysis using principal components analysis and Cronbach's alpha were used to assess reliability. The results of the factor analysis showed that removal of seven items of the questionnaire and factor analysis the rest of the questions and results with varimax rotation reveals three components The results of a parallel analysis was employed to identify the exact components of the results of this analysis also confirming those three components. Thus, the number of components as well as questions obtained with high loadings were the three components. It was also found that the entire questionnaire and all sub-tests of reliability were high. At a general look, the results of the study showed that self-efficacy questionnaire (SEQ-C) was suitable for students to measure this feature and can somewhat meet the current needs.

Keywords

References

اکبرپور زنگلانی، محمدباقر؛ زارع، حسین؛ اکرامی، محمود و ملکی، حمید (1395). ارتباط ساختار اجتماعی آموزش، وضعیت اقتصادی- اجتماعی و سرمایه فرهنگی خانواده با درگیری تحصیلی و پیشرفت تحصیلی دانشجویان آموزش از دور و حضوری. فصلنامه روان­شناسی تربیتی، 12(40)، 104-69.
دلاور، علی؛ اسماعیلی، نیلوفر؛ حسنوندی، صبا و حسنوند، باقر (1394). بررسی رابطه بین راهبردهای یادگیری خودتنظیمی و انواع جهت­گیری هدف با پیشرفت تحصیلی دانش­آموزان. فصلنامه روان­شناسی تربیتی، 11(36)، 74-58.
زوار، تقی؛ مصرآبادی، جواد و امیریان، لیلا (1395). اثربخشی ترسیم نقشه­های مفهومی گروهی بر شاخص­های شناختی- عاطفی درس شیمی. فصلنامه روان­شناسی تربیتی، 12(41)، 78-59.
علایی خرایم، رقیه؛ نریمانی، محمد و علایی خرایم، سارا (1391). مقایسه‌ی باورهای خودکارآمدی و انگیزه‌ی پیشرفت در میان دانش‌آموزان با و بدون ناتوانی یادگیری. مجله‌ی ناتوانی‌های یادگیری، 3(1)،  91-78.
طهماسیان، کارینه و غلامرضایی، مریم. (1388). بررسی رابطه‌ی خود اثرمندی و طرد همسالان در نوجوانان. فصلنامه پژوهش های نوین روانشناختی, 4(14), 123-107.
 طهماسیان، کارینه؛ جزایری، علی‌رضا؛ مح مدخانی، پروانه و قاضی‌طباطبایی، محمود (1386). مدل­یابی خوداثرمندی جسمانی در افسردگی نوجوانان بر مبنای مدل عاملیتی بندورا از افسردگی، فصلنامه توانبخشی، 8()، 39-34.
طهماسیان، کارینه (1384). مدلیابی خوداثرمندی در افسردگی نوجوانان ایرانی بر مبنای مدل عاملیتی بندورا از افسردگی. رساله دکتری روانشناسی بالینی: دانشگاه علوم بهزیستی و توانبخشی.
نریمانی، محمد و وحیدی، زهره (1392). مقایسه ی نارسایی هیجانی، باورهای خودکارآمدی و عزت نفس در میان دانش‌آموزان با و بدون ناتوانی یادگیری. مجله ی ناتوانی های یادگیری،  1(3)،  104-85.
Akbarpour Zangalani, M., Zare, H., Ekrami, M., Maleki, H. (2016). The Relationship between Educational Social Structures, Socio-Economic Status and Cultural Capital of Family with Academic Engagement and Academic Achievement of Traditional and Distance Education Students. Educational Psychology, 12(40), 69-104. (Persian)
Alaei Kharaim, R., Narimani, M. & Alaei Kharaim, S (2010). Comparison of self-efficacy beliefs and the motivation for progress among students with and without learning disabilities. Journal of Learning Disabilities, 3 (1), 91-78. (Persian).
Bandura, A. (1999). Social cognitive theory of personality. Handbook of personality, 2nd ed.(Eds L Pervin, O John), 154-196.
Bandura, A. (2006). Adolescent development from an agentic perspective. Self-efficacy beliefs of adolescents, 5, 1-43.
Britner, S.­ L., & pajares, F. (2006). Source of science selfe-Efficacy beliefs of middle school student. Journal of Research in Science Teacching,43(5),485-499.
Celikalet, O. Gaandoghu, M. and Kranesen, B. (2006). Questonnaire for measuring Self- efficacy in youth and reliability study of Turkish form Egiiyim Arastirmalari, 25, say.
Doctorial Dissertation Awards . 
Delavar, A., Esmaeili, N., Hasanvandi, S., Hasanvand, B. (2015). Relationship between Types of Goal Orientation and Self-regulated Learning Strategies with Academic Achievement. Educational Psychology, 11(36), 59-78.  (Persian)
Horn, J. L., (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179-85.
Lakaye, T., Marqalitm, Ziman, T.(2006). Comparisons of Self-Efficacy,Mood, efford and hope between students with LD and their non- LD matched peers. Learning Disabilities Reserch and Practice, 21, 111-121.
 Maddux, J. E (1991). Self –efficacy. In snyder and forsyth(eds). Hand book of social and clinical psychology: the Health perspective, 7-78.
Maugh, A., & Debus, R. (1998). Self-efficacy and adjustment in the social context: A close look at childhood adjustment to chronic illness. Paper presented at the Annual Meeting of the Australian Association for Research in Education, Adelaide, Australia.
Medina , F.J. (2001) . Self  efficacy and conflict behavior effectiveness. at  Doctorial %20 Dissertation . him .
Meyer A. & ONeill, L. (2000). Tools and materials that support the learning brain. Exceptional parent. 30(5), 60-6.
Muris P, Schmidt H, Lambrichs R, Meesters C(2001). Protective and Vulnerability Factors of Depression in Normal Adolescents. Behavior Research and Therapy; 39: 555, 565.
Narimani, M. & Vahidi, V (2012). Comparison of emotional deficits, self-efficacy beliefs and self-esteem among students with and without learning disabilities. Journal of Learning Disabilities, 1 (3), 104-85. (Persian).
Nolen-Hoeksema, S., & Girgus, J. S. (1994). The emergence of gender differences in depression during adolescence. Psychological bulletin, 115(3), 424.
Richardson E. D.( 1999) Adventure Based Therapy and self Efficacy Theory: test of a Treatment model for late Adolescents with Depressive symptomology. Dissertation of Virginia polytechnic Institute and State University.
Tahmasian, K., Gholamrezaee, M. (2009). The Relationship between Self-efficacy and Peer Rejection. Journal of Modern Psychological Researches, 4(14), 107-123.  (Persian).
Tahmasian, karineh.(2007). Modeling of Self-Efficacy in Adolescence Depression: Bandura's Agentic Model of Depression. Thesis PH.D in Clinical Psychology: University of Social Welfare and Rehabilitation Sciences. (Persian)
Tahmasian C, Jazayeri A R, Mohammadkhani P, Ghazi-Tabatabaie M. (2007). Modeling of Physical Self-Efficacy in Adolescence Depression: Bandura's Agentic Model of Depression. jrehab. 8 :34-39. (Persian)
Zavvar, T., Mesrabadi, J., Amirian, L. (2016). Effectiveness of Group Conceptual Mapping on Cognitive - Emotional Indicators of Chemistry Courses. Educational Psychology, 12(41), 59-78.  (Persian)
 

Files

Share

How to cite

Statistics