Determining the Psychometric Properties of the scale of Psychological and Interpersonal Factors Affecting the Academic Achievement of the Students of the Arabic Language & Literature Department at the Undergraduate Level

Document Type : مقالات علمی پژوهشی

Authors
Z. oussama Al-Bouzeh 1
F. Mirzaei 2
R. Letafati 3
M. Fekri 4
H. Farahani 5
1 PhD Candidate, Department of Arabic Language & Literature, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
2 Professor of Arabic Language & Literature, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
3 Professor of French Language, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran 4. Associate Professor of Arabic Language and Literature, Faculty of Humanities, University of Tehran, Tehran, Iran
4 Associate Professor of Arabic Language and Literature, Faculty of Humanities, University of Tehran, Tehran, Iran
5 Assistant Professor of Psychometrics, Department of psychology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
10.52547/LRR.13.6.14
Abstract
The psychological factors, relationships with colleagues and the culture of the target language, play an active role in academic achievement. The main issue of this study is to determine the psychometric properties of the scale of these factors in learning Arabic for Iranian students at the undergraduate level. This study used the mixed exploratory sequential design. The initial items were designed in the form of a qualitative research and semi-structured interviews with specialists in teaching the Arabic language and literature and experts in educational psychology. The final form which contains (83) of items was determined. To ensure its validity and reliability, a sample of (100) students at undergraduate level was conducted through the official virtual educational spaces and the sampling method. Results: (83) essential items were selected based on the Lawshe criterion with (CVR) above (0.6), and the total (CVI), by using software (SPSS), was equal to (0.83) which is acceptable. The internal reliability of the scale was calculated through Cronbach's alpha, and all values were higher than (0.8), which indicates the internal reliability of the scale factors. The (CR) and the (AVE) of the scale factors were higher than (0.8) and (0.5) which Shows the scale’s convergent validity. (CCV) indicates a significant relationship between scale factors and averages of the research sample. In total, the final scale has (32) items with (64.22) of the variance of the total scale. Accordingly, the scale has the appropriate psychometric properties to determine the essential factors that affecting the academic achievement.

1. Introduction

The 1960s has viewed a major shift in epistemology. The components of academic success for foreign language learners are no longer only related to the cognitive skills, but also become closely related to the other aspects, such as the learner’s psychological aspect like the social personality, the relationship with his classmates, and the culture of the target language. The learner's mind is the method to express his or her emotions, and the learner who can express his thoughts and control his negative feelings, face difficulties, be flexible in the face of opposing ideas and different cultures, and manage time; He will be more successful than the other students.

Research Questions

1. What are the psychological and interpersonal factors affecting the academic success of students of the Arabic language and literature department at the undergraduate level?

2. Does the study tool have content validity and content validity index?

3. To what degree does the study tool have structural, convergent and concurrent criterion validity?

4. Is the study instrument sufficiently reliable?



2. Literature Review
2-1. Academic achievement
Is one of the most important criteria for evaluating the performance of the language learner who qualifies him to enter the labor market, and to follow up his achievement at the higher levels. It was defined by Chaplin & Olds (1964), “the level of efficiency of achievement in educational work, and it can be determined by specific tests to evaluate students’ work.”. Based on the foregoing, academic achievement is the most important educational and scientific variable that is related to various factors such as the psychological and personal factors of learners, which differ from one individual to another.



2-2. Psychological Factors:
Among the most important psychological factors affecting academic achievement are personal factors: Academic vitality is an important component of a learner's personality; “Academic vitality means the ability of successful students to face and overcome obstacles and academic challenges.” (Comerford et al.: 2015). Psychoeducational factors include academic self-efficacy, which includes cognitive and emotional support for friends, and communication styles with peers. Also, the relationships with others are manifested in assertiveness; “involves many things, including the expression of true feelings, the defense of legitimate rights, and the refusal of unreasonable demands.” (Rathus: 1998).



3. Methodology
In this research, mixed exploratory sequential design was used. It is one of the methods that uses qualitative and quantitative measurement to collect and analyze data; That is, this method has the strengths of both qualitative and quantitative research at the same time (Berman, 2017, 1 and 5).



4. Results




The Factor Number
The Factor Name
correlation coefficient
Meaningful Level


1
effective communication with native speakers
0.372
0.001


2
The academic vitality
0.353
0.001


3
effective interpersonal communication
0.328
0.002


4
The problem-based learning
0.335
0.002


5
The academic self-efficacy
0.345
0.001


6
assertiveness
0.287
0.012


7
The emotional control
0.291
0.003



The factor of effective communication with native speakers with the expressions of common cultural aspects; Different cultural aspects; Familiarity with important issues in the target language community; The skill of empathy and avoiding misunderstood situations is of the utmost value. As a result, cultural factors are the most important factors in learning Arabic in Iran.

Keywords

Subjects

منابع و مآخد
منابع فارسی:
- احمدی دارانی، پرویز( 1381) نظریه های فراگیری زبان دوم، مجله رشد آموزش زبان،تابستان، شماره 65، صص4-8)
- اسدزاده، فیروز؛ مصطفی زاده، فریده؛صادقی، سعید( 1391)میزان انگیزه دانشجویان پرستاری نسبت به انتخاب رشته تحصیلی خود، مجله سلامت ومراقبت، سال چهاردهم،شماره 1و2.
- افضلی، لیلا؛ اسماعیلی، سمیه؛نقش ، زهرا( 1398) تاب‌آوری تحصیلی، سرزندگی تحصیلی و عملکرد دانش‌آموزان با اختلال یادگیری: بررسی نقش واسطه‌ای اهمال‌کاری تحصیلی، نشریه توانمندسازی کودکان استثنائی، سال دهم، شماره 4(32 ) صص 51-60
- بازرگان، عباس، سرمد، زهره، حجازی، الهه (1385) روش های تحقیق در علوم رفتاری، تهران: انتشارات آگاه.
-----، ----، (1388) روش‌های تحقیق آمیخته: رویکردی برتر برای کندوکاو در مسایل نظام آموزشی و حل آنها، فصلنامه مدارس کارآمد، سال دوم شماره 3( پیاپی7، سالت‌حصیلی 88-1387)
- پیراسته، اشرف؛ حیدرنیا، علیرضا؛( 1387) تحلیل عاملی اکتشافی پرسشنامه های عوامل روانی اجتماعی اثر گذار بر فعالیت جسمانی در بین دختران نوجوان ایرانی، مجله علمی سازمان نظام پزشکی جمهوری اسلامی ایران، دوره26 ،شماره 4 ،صص 485-474
- تقویان، ناصرالدین علی؛ قائدی، یحیی؛ ضرغامی، سعید؛ غلامی، جواد( 1394) رویکرد اجتماعی ـ فرهنگی در حوزه آموزش زبان، فصلنامه تحقیقات فرهنگی ایران، دوره هشتم، شماره 2 ،تابستان 1394 ،صص 131-164
- حقانی، نادر(1384)، مهارت پنجم، پژوهش زبان های خارجی، شماره25،صص 107-118.
- رستم بیک تفرشی، آتوسا؛ رمضانی واسوکلائی(1391 )، نقش فرهنگ در آموزش زبان خارجی، پژوهشنامه انتقادی سال دوازدهم بهار و تابستان شماره 1 (پیاپی 24) صص 15-34
- شریفی،حسن پاشا؛شریفی،نسترن(1398).اصول روان‌سنجی و روان‌آزمایی.تهران.چاب نهم.انتشارات رشد
- شعاع کاظمی، مهر انگیز؛ مومنی جاوید، مهرآور(1390) بررسی مقایسهای و رابطه رفتار جرأتمندانه، عزت نفس و جهتگیری مذهبی دانشجویان ورزشکار و غیر ورزشکار، پژوهش در مسائل تعلیم وتربیت اسلامی، سال نوزدهم، شماره 12، صص169-190
- فراهانی، حجت اله؛چسلی،رسول روشن(1398). ضروریات طراحی و رواسازی مقیاسهای روانشناختی راهنمایی برای پژوهشگران. روانشناسی بالینی و شخصیت.دوره(17).شماره(2).از197 -212.
- فولادی، اسماِ؛ کجباف، محمدباقر؛ِ قمرانی، امیر( ۱۳۹۷) اثربخشی آموزش سرزندگی تحصیلی بر موفقیت تحصیلی و خودکارآمدی تحصیلی دانش آموزان دختر، نشریه علمی-پژوهشی آموزش و ارزشیابی، سال یازدهم، شماره ۴۲، صص ۳۷-۵۳
- محمدبیگی، ابوالفضل؛ محمدصالحی، نرگس؛ گل،محمدعلی(1393)، روایی و پایایی ابزارها و روش‌های مختلف اندازه‌گیری آنها در پژوهش‌های کاربردی در سلامت، مجله دانشگاه علوم پزشکی رفسنجان دوره 13، صص 1170-1153.
- محمدپور، احمد؛ صادقی، رسول؛ رضائی، مهدی(1389) روش‌های تحقیق ترکیبی به‌عنوان سومین جنبش روش-شناختی: مبانی نظری و اصول عملی، مجله جامعه شناسی کاربردی ، سال بیست ویکم شماره پیاپی 18).
- مهرمحمدی، محمود؛ محمودی ، فیروز( 1392) وارونگی: رویکردی نوین به طراحی برنامه‌ای درسی معطوف به تربیت حرفه‌ای(با تاکید بر علوم تربیتی)، دوفصلنامه مطالعات برنامه درسی آموزش عالی، سال3 شماره 6،صص141-177
- یوسفی، فریده؛ خیر، محمد( 1381) بررسی پایایی و روایی مقیاس سنجش مهارتهای اجتماعی ماتسون و مقایسه عملکرد دختران و پسران دبیرستانی در این مقیاس، نشریه علوم اجتماعی وانسانی دانشگاه شیراز،دوره 18،شماره 2(36)صص 147-158
- یوسفی،علی رضا؛ قاسمی، غلامرضا؛ فیروزنیا، سمانه( 1388) ارتباط انگیزش تحصیلی با پیشرفت تحصیلی دانشجویان پزشکی دانشگاه علوم پزشکی اصفهان، مجله ایرانی آموزش در علوم پزشکی، 9(1) ص79 تا 85.
منابع عربی
- أبو علام،رجاء(2006).مناهج البحث فی العلوم النفسیه والتربویه.القاهره.دار النشر للجامعات.
-طه، فرج عبدالقادر؛ أبوالنیل، محمود السید،قندیل، شاکرعطیه؛ محمد، حسین عبدالقادر؛ عبدالفتاح مصطفی کامل؛(1989) معجم علم النفس والتحلیل النفسی، بیروت ، دار النهضه العربیه، ط 1.
- علام، صلاح الدین محمود(2000) القیاس و التقویم التربوی والنفسی وأساسیاته وتطبیقاته وتوجهاته المعاصره، القاهره، دار الفکر العربی، ط1
- العیسوی،عبد الرحمن(1980).مناهج البحث العلمی فی التربیه وعلم النفس.الإسکندریه.منشأه المعارف.
- المللی، سهاد( 2010) الذکاء الانفعالی وعلاقته بالتحصیل الدراسی لدی عینه من المتفوقین والعادیین (دراسه میدانیه علی طلبه الصف العاشر من مدارس المتفوقین والعادیین فی مدینه دمشق)، مجله جامعه دمشق، المجلد 26،العدد الثالث، صص 135-191
- منتصر، مسعوده؛ حسانی، اسماعیل( 2017) الخصائص السیکومتریه لمقیاس معاییر جوده المعلم، مجله العلوم النفسیه والتربویه ، 4(1) صص194-210
منابع انگلیسی:
- Berman, Elizabeth A(2017), An Exploratory Sequential Mixed Methods Approach to Understanding Researchers’ Data Management Practices at UVM: Integrated Findings to Develop Research Data Services, Journal of eScience Librarianship, 6(1): e1104,PP1-24
- Brown, H, D (2000). Principles of Language Teaching & Learning. Fourth Edition. Addison Wesley Longman.
- Comerford, J., Batteson, T., Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Procedia - Social and Behavioral Sciences 197 , 98 – 103
- Epstion,Seymour(1998) Constructive Thinking: The Key to Emotional Intelligence, London, PraegerPublisher.
- Guion R. . (1977) Content validity - the source of my discontent, Applied Psychological Measurement, 1(1), pp1–10.
-Garza, Thomas (2010). Culture in Foreign Language Teaching “The Fifth Skill”. University of Texas.
- Hair, Jr Joseph F; William C. Blac; Babin, Barry J; Anderson, Rolph E(2014) Multivariate Data Analysis, Pearson Education Limited, Seventh Edition.
- Hmelo-Silver, C. E. , & Barrows, H. S. (2006). Goals and Strategies of a Problem-based Learning Facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1),pp21-39
- Jarvenoja, Hanna; Jarvela, Sanna (2009) Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges?, British Journal of Educational Psychology (2009), 79, 463–481
- Karim, Norfazlika Abd, Mohd Ali, Siti Faeizah(2016). Personality Factors and Second Language Acquisition: an Islamic Viewpoint. International Journal of Business, Economics and Law, Vol. 11, Issue 5.
- Labrie, Normand ؛ Clément, Richard (1986) Ethnolinguistic vitality, self‐confidence and second language proficiency: An investigation, Journal of Multilingual and Multicultural Development 7(4):269-282
- Mayer, John D; Salovey,Peter; . Caruso, David R; Sitarenios, Gill(2001) Emotional Intelligence as a Standard Intelligence, Emotion (the American Psychological Association, 1(3),pp 232–242
Moon, J. (2009). Academic assertiveness real life strategies for today’s higher education students. New York: Routledge Taylor & Francis group
- Mahyuddin, Rahil; Elias, Habibah; Cheong, Loh Sau; Muhamad, Muhd Fauzi; Noordin, Nooreen ; Abdullah, Maria Chong (2006) The Relationship between Student Self-efficacy and Their English Language Achievement, Jurnal Pendidik dan Pendidikan, Jil. 21, 61–71.
- Price,Larry.R(2017) Psychometric Methods: Theory into Practice,The Guilford Press. New York.
- Nunnally, Jum C ( 1975) Psychometric Theory: 25 Years Ago and Now, Educational Researcher, Vol. 4, No. 10, pp. 7-14+19-21
- Putwain, D.V., Connors, L., Symes, W., Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Journal of Anxiety, Stress and Coping, Vol. 25, No. 3, 349-358
- Ramdass, D., & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20, 18–41.
- Rathus, S. A. (1972) An experimental investigation of assertive training in a group setting,Journal of. Behavior Therapy and Experimental Psychiatty, 3(2), 81–86.
Prabhavathy, P., & Mahalakshmi, S. (2012). ELT with Specific Regard to Humanistic Approach. Journal of Humanities and Social Science(IOSRJHSS), 1(1), 38-39. https://doi.org.
- Ozer, E. A., & Akgun, O. E. (2015). The effects of irrational beliefs on academic motivation and academic self-efficacy of candidate teachers of computer and instructional technologies education department. Procedia - Social and Behavioral Sciences, 197, 1287-1292.
- Sitota, Galata(2018),Assertiveness and Academic Achievement of Adolescent Students in Selected Secondary Schools of Harari Peoples Regional State, Ethiopia,IJels,6(4).PP40-46
- Schultz, Duane P & Schultz, sedny Ellen (2008)- Theories of Personality (9th Edition), Wadsworth.Australia.
- Suliman, Fatma Hsain Ali (2015). The Role of Extrovert and Introvert Personality in Second Language Acquisition. Proceedings of SOCIOINT14 – International Conference on Social Sciences and Humanities.
- Schumann, John H( 1986 ) Research on the acculturation model for second language acquisition, JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT Vol. 7, No. 5, pp379-292
- Turner, Barbara.F(1992). Gender difference in old age in rating of aggression/assertiveness. Current Psychology: Research & Reviews, Summer 11(2), 122-127.
Language Related Research
Volume 13, Issue 6 - Serial Number 72
January and February 2022
Pages 427-460