阿曼中学生SDQ-II短版的因素结构

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Maher M. Abu-Hilal, S. Al-Maamari, Humaira Alsulaimani
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引用次数: 2

摘要

自我描述问卷II (SDQ-II)很少用于阿拉伯样本。阿拉伯文化具有独特的特点,值得在受文化影响的个人中调查自我概念。SDQ-II有11个因素,每个因素由8或10个项目来衡量。本研究使用了一个简短版本的SDQ-II与阿曼样本(n = 700)。阿拉伯语简短版本有9个因素,每个因素有4个项目。验证性因子分析进行了两次:一次有9个因子,另一次有9个一阶因子和2个高阶因子。两种模型的拟合指标均可接受,差异不显著。所有项目在其各自的因素上都有很大的负荷,平均负荷为0.59。高阶因子间的相关系数为0.79。所有的双变量相关性都是显著的——除了两个。相关性的平均值为0.31(范围从0.08到0.67),因此提供了收敛效度和区分效度的证据。结果表明,自我概念维度可以单独使用,每个高阶因子可以作为一个工具。这意味着研究人员和咨询师可以使用简短的形式进行研究和评估。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Factor structure of a short version of SDQ-II among Omani school students
ABSTRACT Rarely has the self-description questionnaire II (SDQ-II) been used with Arab samples. The Arab culture has unique characteristics that warrant investigating self-concept among individuals who are impacted by the culture. The SDQ-II has eleven factors and each is measured by 8 or 10 items. This study used a short version of the SDQ-II with an Omani sample (n = 700). The Arabic short version has nine factors with 4 items measuring each factor. Confirmatory factor analysis was performed twice: one with nine factors, and another with nine first-order factors and 2 high-order factors. The fit indices for the two models were acceptable and they were not significantly different. All of the items loaded substantially on their respective factors with mean loadings of 0.59. The correlation between the high-order factors was 0.79. All of the bivariate correlations were significant -except for two. The average of the correlations was 0.31 (range from 0.08 to 0.67), thus providing evidence of convergent and discriminant validity. The results indicate that self-concept dimensions can be used separately, and each of the high-order factors can be used as one instrument. The implications are that researchers and counselors can use the short form for research and assessment purposes.
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
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.
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