IM线正统派学生的角色模型偏好大小:可访问性和安全操作

IF 0.2 0 RELIGION
Hüseyin Algur, Zeynep Kaya
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引用次数: 2

摘要

伊玛目哈提普中学生角色榜样偏好量表(IHSS- RMPS)是一份基于社会学习理论编制的量表。它旨在确定哪些特征在伊玛目哈蒂普中学(IHSS)学生的建模偏好中是有效的。调查的主要目的是分析IHSSRMPS量表的效度和信度。这项研究是在安卡拉的11 İ HSS的357名学生中自愿进行的,其中225名女生和132名男生。研究后续编制了一份可靠有效的量表,该量表包含3个因子15个条目,解释总方差为72.74%。量表因子分别为外向型人格特征、宗教生活特征和内向型人格特征。探索性因子分析得到的结构模型拟合通过验证性因子分析检验得到证实。人类是社会生物,需要榜样,他们会受到自己的言语、态度和行为在身体、情感、道德、人格和心理社会发展方面的影响。角色榜样,被定义为“一个人跟随自己的目标,态度或行为,认同并试图模仿的人或群体”,这些角色榜样在童年和青少年早期是近亲,如父母和家庭长辈,随着年龄的增长,他们可能成为朋友,老师,电视剧,电影和媒体名人。通过观察和模仿来实现学习是社会学习理论所强调的问题。根据该理论,个体在其发展的早期阶段观察他人的行为,然后通过某些心理过程开始模仿这些行为。该理论的代表人物Albert Bandura认为,道德考虑和道德行为也会受到观察和建模的影响。特别是在上学期间,个体将宗教规范和规则、习俗和传统、态度和行为示范给她/他有意识地选择的人。在文献中,有研究侧重于通过观察儿童和青少年在家庭、学校和社会环境中作为榜样的内容,以及他们受到教育课程和大众传媒的影响,如何影响他们的榜样偏好。本研究采用了定性和定量的方法,但没有使用量表进行研究,该量表具有较高的效度和信度,适合进行高级统计操作,特别是适用于该群体以外的教学水平可能需要再次分析。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
İmam Hatip Ortaokulu Öğrencilerinin Rol Model Tercihleri Ölçeği: Geçerlik ve Güvenirlik Çalışması
Role Model Preferences Scale of Imam Hatip Secondary School Students (IHSS- RMPS) it is a scale based on social learning theory. It aims to determine which features are effective in the modelling preferences of Imam Hatip Secondary School (IHSS) students. The main purpose of the probe is to analyze the validity and reliability of the IHSSRMPS scale. The research was carried out voluntarily on 357 students educating at 11 İ HSS in Ankara, 225 female and 132 male. Sub-sequently of the study, a reliable and valid scale was developed which included 15 items under 3 factors, explaining a total variance of 72.74%. The scale factors were named as Extrovert Personality Traits, Religious Life Traits and Introvert Personality Traits. The model fit of the structure reached by exploratory factor analysis was confirmed by testing with confirmatory factor analysis.  Extended Abstract Humans, who are social beings, need role models that they will follow by being influenced by their words, attitudes and behaviours in their physical, emotional, moral, personality and psycho-social developments. Role models, which are de- fined as “people and groups that one follows one's goals, attitudes or behaviours, identifies with and tries to imitate”, while these role models are close relatives such as parents and family elders in the early years of childhood and adolescen-ce, they may become friends, teachers, TV series and movie and media celebri- ties as the age progresses. The realization of learning through observation and imitation is an issue that social learning theory emphasizes. According to the theory, the individual observes the behaviour of others in the early stages of his/her development and then begins to imitate these behaviours by going thro- ugh certain mental processes. According to Albert Bandura, representative of the theory, moral consideration and moral behaviour are also affected by observa- tion and modelling. Especially during the school period, the individual models religious norms and rules, customs and traditions, attitudes and behaviours on people she/he consciously chooses. In the literature, there are studies focused on how the content that children and young people take as models through observation in their family, school and social environment, and which they are influenced by the education curriculum and mass media, affects their role model preferences. The studies were carried out with qualitative and quantitative methods, but there was no study using the scale, which has high validity and reliability and is suitable for performing ad-vanced statistical operations, especially analyzes may be required again if applied to teaching levels other than this group.
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