Adaptation of the Student Well-being Process Questionnaire for Russian-speaking students of Kazakhstan

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-01-27 DOI:10.1080/21683603.2020.1859420

M. Umurkulova, R. Sabirova, G. Slanbekova, M. Kabakova, E. Kalymbetova

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引用次数: 2

Abstract

ABSTRACT This article describes the process of adaptation of the Russian version of The Student Well-being Process Questionnaire (Student WPQ). A sample of 408 Kazakhstan university students completed the adapted Student WPQ. The exploratory factor analysis revealed five factors, explaining 67.38% of the total variance that were consistent with the theoretical model developed by the authors of the original version. Cronbach’s alpha coefficients for internal consistency reliability of the scales ranged from 0.712 to 0.929. Statistically significant correlation was found between the adapted questionnaire and the questionnaires used to test the convergent validity (correlation coefficients ranged from 0.382 to 0.891). Regression analysis showed that positive well-being was predicted by psychological capital, positive coping, and low levels of student stress; negative well-being was predicted by high stressors and low consciousness. These findings were consistent with the results obtained by the authors of the original questionnaire. The Russian version of The Student WPQ can be used to measure well-being and academic stress in Kazakhstan conditions.

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哈萨克斯坦俄语学生幸福感过程问卷的改写

摘要本文描述了俄罗斯版《学生幸福过程问卷》（Student WPQ）的改编过程。以408名哈萨克斯坦大学生为样本，完成了改编后的学生WPQ。探索性因素分析揭示了五个因素，解释了67.38%的总方差，与原始版本作者开发的理论模型一致。量表内部一致性信度的Cronbachα系数在0.712至0.929之间。适应性问卷与用于检验收敛有效性的问卷之间存在统计学上的显著相关性（相关系数为0.382~0.891）。回归分析表明，积极幸福感是通过心理资本、积极应对和低水平的学生压力来预测的；高压力源和低意识可预测消极幸福感。这些发现与原始问卷的作者获得的结果一致。俄罗斯版的学生工作包可以用来衡量哈萨克斯坦条件下的幸福感和学业压力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.