نویسندگان:
عاطفه خلیل زاده1 ، مریم محسن پور2 ، زهرا هاشمی3 .1کارشناس ارشد روانشناسی تربیتی گروه روانشناسی تربیتی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران.
2استادیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران
3استادیار دانشگاه الزهراء(س)،تهران، ایران
چکیده فارسی: پژوهش حاضر با هدف بررسی ویژگیهای روانسنجی مقیاس تابآوری تحصیلی کوی و همکاران(2023) انجام شد. روش این پژوهش همبستگی و تحلیل ماتریس واریانس-کوواریانس بود. جامعه آماری دانشآموزان دختر دوره دوم متوسطه تهران بوده که با نمونهگیری طبقهای 400 نفر از آنها به صورت تصادفی انتخاب شدند. به منظور بررسی روایی سازه از تحلیل عاملی تاییدی مرتبه اول استفاده شد که شاخصهای برازش آن مقادیر قابل قبولی داشت (GFI=90/0، AGFI=87/0، CFI=89/0، TLI=87/0، RMSEA=06/0 و CMIN/DF=61/2). تحلیل چندگروهی بر اساس وضعیت اجتماعی-اقتصادی برای چهار مدلتغییرناپذیری انجام و مشخص شد این ابزار در این دو گروه تفاوت معناداری ندارد. جهت روایی همگرا از پرسشنامه درگیری تحصیلی ریو(2013) استفاده شد که همبستگی بین این دو ابزار مثبت و معنادار(618/0+) بود. برای بررسی روایی واگرا از مقیاس اهمالکاری تحصیلی سواری (1390) استفاده شده که همبستگی رابطه منفی و معناداری (591/0-) داشت. به منظور سنجش پایایی ضریب آلفای کرونباخ و امگای مکدونالد محاسبه شد که پایایی مطلوبی را نشان داد. در مجموع نتایج نشان داد نسخه فارسی مقیاس تابآوری تحصیلی برای سنجش تابآوری تحصیلی دانشآموزان دختر دوره دوم متوسطه ایرانی مناسب است.
Psychometric Properties of The Academic Resilience Scale in High School Students
English Abstract: The present study aimed to examine the psychometric properties of the Academic Resilience Scale developed by Cui and et al. (2023). This correlational study utilized variance–covariance matrix analysis. The statistical population comprised female students of senior high school in Tehran, from whom 400 individuals were randomly selected through stratified sampling. Construct validity was assessed using first-order confirmatory factor analysis, which produced acceptable fit indices. Multi-group analysis based on socioeconomic status was conducted across four invariance models, revealing no significant differences between the two groups. Convergent validity was assessed using Reeve’s Academic Engagement Questionnaire (2013), and divergent validity was examined with the Academic Procrastination Scale developed by Sevari (2011). To evaluate reliability, Cronbach’s alpha and McDonald’s omega coefficients were calculated, both indicating satisfactory internal consistency. Overall, the results confirmed that the Persian version of the Academic Resilience Scale is appropriate for assessing academic resilience among Iranian female students of senior high school. Introduction One of the most important concerns of education authorities is to improve academic achievement. Factors influencing academic achievement include economic, social, family, and individual variables, along with psychological and social dimensions. Individual and psychological factors include emotional traits such as motivation, resilience, self-confidence, and anxiety, while cognitive factors include concentration and attention. (Tabrizi Shahravi, 1402, Ghasemi and Miri, 1404; Khorasani and Morteza, 1403). Research indicates that resilient individuals achieve higher academic performance and adapt more effectively to the school environment. Therefore, resilience is one of the key factors influencing academic achievement in education (Cassidy, 2016; Ibrahim et al., 2024). In general, a review of the history of measuring academic resilience among Iranian students indicates that the development and localization of scales in this field have largely been based on instruments either originally designed for students or developed primarily in countries such as Britain and Australia, which, according to Cui et al. (2023), possess an individualistic culture. In contrast, comparatively less attention has been devoted to creating tools tailored to societies with a collectivist cultural context. Given that Iran is also recognized as a country with a collectivist culture, no tool specifically designed for students—whose items and factors are appropriately aligned with a collectivist cultural context—has yet been localized or developed. This study seeks to identify whether the Academic Resilience Scale by Cui et al. (2023) has desirable psychometric properties among female high school students in Tehran. Methodology This study used a quantitative approach of correlation and variance-covariance matrix analysis to investigate the psychometric properties of the Educational Resilience Scale of Cui et al. (2023). The statistical population included all female students of senior high school in Tehran. A stratified sampling method was used to select the participants. Based on statistical data, Tehran’s regions were first classified into two strata—high socioeconomic status and low socioeconomic status—and then two regions were randomly selected from each stratum. Finally, 400 students were randomly selected from the schools in four districts in Tehran. This study utilized the Academic Resilience Scale (Cui et al., 2023), the Academic Engagement Questionnaire (Reeve, 2013), and the Academic Procrastination Questionnaire (Sevari, 2011). Initially, the researchers translated the items of the Academic Resilience Scale (Cui et al., 2023), which were then reviewed and back-translated by a professional fluent in English. Then, the translated version was evaluated by eight professors from the Faculty of Educational Sciences and Psychology for content validity. The content validity index (CVI) for relevance was calculated for each item, with a standard threshold of 0.7. For the pilot study, the scale was administered to a class of eleventh-grade female students to identify and address any ambiguity or lack of clarity in the items. The obtained data were analyzed by descriptive statistics. Pearson’s correlation coefficient was used to examine convergent and divergent validities, and first-order confirmatory factor analysis was used to examine construct validity. Also, four invariance models were used to examine the moderating role of socioeconomic status at two levels, high and low. The reliability of this scale and its factors was also obtained by calculating Cronbach's alpha and McDonald's omega coefficients. Results Analysis of the mean scores indicated that perseverance had the highest mean (M = 24.72), while the adaptive help-seeking had the lowest mean (M = 12.87) among all factors. Furthermore, , the item "I am eager to show that I can improve my grades" with a mean of 4.49 from the perseverance factor had the highest mean, and the item "I ask my classmates or friends to support me" with a mean of 2.63 from the adaptive help-seeking factor had the lowest mean among the twenty items. All standardized factor loadings were above 0.25 and statistically significant at the 0.05 level. The fit indices demonstrated relatively acceptable values, indicating that the first-order factor analysis model exhibited a satisfactory fit with the data. To assess convergent validity, Pearson’s correlation coefficient was calculated between participants’ scores on the Academic Resilience Scale (Cui et al., 2023) and the Academic Engagement Questionnaire (Reeve, 2013). The results indicated a positive and statistically significant correlation. A negative and statistically significant correlation was also observed between scores on the Academic Resilience Scale (Cui et al., 2023) and the Academic Procrastination Scale (Sevari, 2011). Four invariance models—configural, metric, scalar, and structural—were tested for each group, and the construct of academic resilience was subsequently compared across the two socioeconomic status levels (high and low). Given that the changes in adaptive fit indices (Δ) were less than 0.01, it can be concluded that the educational resilience instrument demonstrates measurement invariance across high and low socioeconomic status groups. Cronbach's alpha and McDonald's omega coefficients for all factor values were above 0.7, indicating favorable reliability. Discussion and conclusion The results for perseverance suggest that the strength of Iranian students lies in their tendency to persist in seeking new solutions; they are not merely content with continuing the task but actively strive to identify alternative approaches. On the other hand, it appears that in both Iranian and Chinses societies, students tend to adjust their goals when confronted with academic challenges. Regarding the negative affect and emotional response factor, the results indicate that in both societies, students initially attempt to manage feelings of fear and panic when faced with emerging problems. In the self-reflection and adaptation factor, the strength observed in Iranian society lies in evaluating one’s performance with the aim of improvement when encountering challenges. When faced with an academic problem, students are likely to first assess their efforts and performance before taking further action. In fact, their self-regulation skills are higher than their Chinese counterparts. In the adaptive help-seeking factor, Iranian students tend to rely primarily on their own problem-solving efforts, using teacher feedback as a supplementary resource. In contrast, Chinese students are more likely to seek direct assistance from teachers, perceiving such help as more effective. Similarly, in both societies, support and encouragement from friends and classmates is less important for the individual. In general, the results demonstrate satisfactory psychometric properties, indicating that the present instrument is suitable for measuring academic resilience among Iranian female high school students. One limitation of this study is its exclusive focus on female students, with no examination of gender differences. Furthermore, the use of self-report instruments introduces the potential for response bias. Future research is recommended to apply this scale across both genders and various educational levels to enhance the generalizability of the findings.