fa بررسی ویژگیهای روانسنجی پرسشنامه اهمال‌کاری تحصیلی مک کلوسکی در محیط دانشگاهی پ‍ژوهش در آموزش علوم پزشکی Research in Medical Science Education پژوهشی اصيل Original Research <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">چکیده</span></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">مقدمه:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> اهمال‌کاری تحصیلی می‌تواند بر تمام عرصه‌های زندگی دانشجویان تأثیر بگذارد که سزاوار توجه بسیار است. مقیاسی نیاز است که بر اساس آن بتوان نتیجه&shy;گیری&shy;های روانشناختی را پایه&shy;گذاری و دانش و </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">سنجش این سازه را ارتقا داد. این پژوهش با هدف بررسی ویژگیهای روانسنجی پرسشنامه اهمال&shy;کاری تحصیلی مک کلوسکی در جامعه دانشجویی دانشگاه علوم پزشکی کرمان انجام شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">روش&shy;ها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> روش این پژوهش توصیفی بود. جامعه آماری کلیه دانشجویان دانشگاه&shy; علوم پزشکی کرمان بود. از این جامعه 402 نفر (220 دختر و 192 پسر) به&shy;عنوان نمونه با روش نمونه&shy;گیری تصادفی چند مرحله&shy;ای انتخاب شدند. روایی سازه براساس تحلیل عاملی تأییدی انجام</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">گرف</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">ت و </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">پایایی همسانی درونی و پایایی ثبات پرسشنامه به روش ضریب آلفای کرونباخ و بازآزمایی در کل دانشجویان و به تفکیک جنسیت محاسبه گردید</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">. برای تجزیه و تحلیل داده&shy;ها از نرم افزارهای </span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">SPSS</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%">-26</span></span><span style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> و </span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">AMOS</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%">-24</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">استفاده&shy;شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">نتایج:</span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">یافته&shy;های مربوط به تعیین شاخص&shy;های روانسنجی مقیاس اهمال&shy;کاری تحصیلی در سه بخش روایی، اعتبار و هنجاریابی گزارش شد. جهت ارتقاء برازندگی الگوی تک عاملی، گویه &shy;های 1، 11، 14، 16، 24 و 25 به&shy;دلیل بار عاملی کمتر از 3/0 حذف شدند. شاخص نیکویی برازش مجذورکای پس از اصلاح مدل به دست آمد. بنابراین الگوی تک عاملی ابزار اهمال&shy;کاری تحصیلی در دانشجویان تأیید شد</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span b="" style="font-family:" zar="">.</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> با توجه به معنی&shy;داری آزمون ( 001 /</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">0</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span b="" style="font-family:" zar=""> ( P</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">مقیاس حاضر از پایایی ثبات زمانی یا تکرار پذیری قابل قبول و مناسب برخوردار می&shy;باشد</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">نتیجه&shy;گیری: </span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">نتایج نشان داد که این پرسش&shy;نامه پس از حذف 6 گویه از روایی و پایایی مناسب برخوردار است و قابلیت استناد برای پژوهشگران را دارد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">واژه&shy;های کلیدی</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">: اهمال کاری، دانشجویان، اعتباریابی، نسخه مک کلوسکی</span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Abstract </span></span></b></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Introduction:</span></span></b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> Academic procrastination can affect all areas of students&#39; lives, which deserves a lot of attention. There is a need for a scale based on which psychological conclusions can be based and the knowledge and measurement of this structure can be improved. This research was conducted with the aim of investigating the psychometric properties of McCloskey&#39;s academic procrastination questionnaire in the student community of Kerman University of Medical Sciences. </span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Methods:</span></span></b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> The method of this research was descriptive. The statistical population was all students of Kerman University of Medical Sciences. From this population, 402 people (220 female and 192 male) were selected as samples by multi-stage random sampling method. Construct validity was done based on confirmatory factor analysis, and internal consistency reliability and consistency reliability of the questionnaire were calculated using Cronbach&#39;s alpha coefficient and retesting in all students and by gender. SPSS-26 and AMOS-24 software were used for data analysis. </span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Results:</span></span></b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> The findings related to the determination of the psychometric indicators of the academic procrastination scale were reported in three sections: validity, validity and standardization. In order to improve the fit of the single-factor model, items 1, 11, 14, 16, 24 and 25 were removed due to factor loadings less than 0.3. The chi-square goodness of fit index was obtained after modifying the model. Therefore, the single-factor model of academic procrastination tool was confirmed in students. According to the significance of the test (P < 0.001), the current scale has an acceptable and appropriate reliability of temporal stability or repeatability. </span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> The results showed that this questionnaire has adequate validity and reliability after removing 6 items and can be cited by researchers. </span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Keywords:</span></span></b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> procrastination, students, accreditation, Mc Closkey version</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:107%"><span style="font-family:"B Nazanin""></span></span></span></b></span></span></span></span></span><br> &nbsp; واژه­های کلیدی: اهمال کاری, دانشجویان, اعتباریابی, نسخه مک کلوسکی Keywords: procrastination, students, accreditation, Mc Closkey version 79 88 http://edcbmj.ir/browse.php?a_code=A-10-3345-1&slc_lang=fa&sid=1 Hossein poormoosa حسین پورموسی poorkarimi.m@gmail.com 100319475328460042432 100319475328460042432 Yes