ویژگی‌های روان‌سنجی نسخه بسط‌یافته مقیاس سنتی بی‌صداقتی تحصیلی: معرفی یک مقیاس در دانشجویان ایرانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شیراز، شیراز، ایران

2 دانشگاه شیراز

3 عضو هیات علمی دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز

چکیده

هدف این پژوهش بررسی ویژگی‌های روان‌سنجی نسخه بسط‌یافته مقیاس‌ سنتی بی‌صداقتی تحصیلی بود. پاسخ‌دهندگان پژوهش 874 دانشجو (265 مرد، 598 زن و 11 نفر از شرکت‌کنندگان جنسیت‌شان را اعلام نکردند) دوره کارشناسی دانشگاه شیراز در سال تحصیلی402-1401 بودند. این پژوهش به لحاظ هدف از نوع کاربردی، از دسته پژوهش‌های روانسنجی و در زمره تحقیقات توصیفی بود که در قالب روان‌سنجی برای ابزار استاندارد بی‌صداقتی تحصیلی انجام شد. مقیاس‌های پژوهش عبارت از هنجار ذهنی برای بی‌صداقتی تحصیلی، کنترل رفتاری ادراک‌شده برای بی‌صداقتی تحصیلی، نگرشِ بی‌صداقتی تحصیلی، قصدِ بی‌صداقتی تحصیلی، توجیهِ بی‌صداقتی تحصیلی، تعهد اخلاقی به ‌صداقت تحصیلی و رفتارهای بی‌صداقتی تحصیلی بودند. داده‌ها با استفاده از نرم‌افزارهای SPSS-25و Smart PLS-3 تحلیل شدند. برای تعیین روایی از روایی همگرا و روایی واگرا استفاده شد. در این خصوص، بررسی معیار بارهای عاملی، معیار فورنل-لارکر و نسبت خصیصه متفاوت به مشابه نشان داد این ابزار روایی همگرا و واگرای مطلوبی دارد. برای تعیین پایایی از روش‌های آلفای کرونباخ، پایایی مرکب و شاخص rho_A استفاده شد. نتایج هر سه شاخص مذکور نشان داد عامل‌های این ابزار (تقلب در تکلیف و تقلب در امتحان) پایایی مطلوبی دارند. در مجموع، نتایج نشان داد که این مقیاس از روایی و پایایی بسیار خوبی در همه شاخص‌های مورد نظر برخوردار بود و کارایی لازم را برای اندازه‌گیری این رفتار داشت. بررسی مادّه‌های این مقیاس نشان می‌دهد برنامه درسی نقش مهمی در بی‌صداقتی تحصیلی دارد. نتایج بر مبنای شواهد پژوهشی و نظری مورد بحث قرار گرفته است.

کلیدواژه‌ها

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