North Khorasan University of Medical Sciences
مجله دانشگاه علوم پزشکی خراسان شمالی
nkums
http://journal.nkums.ac.ir
1
admin
2008-8701
2008-8698
10.66224/nkums
fa
jalali
1396
7
1
gregorian
2017
10
1
9
2
online
1
fulltext
fa
روایی و پایایی پرسشنامه مبتنی بر نظریه شناختی اجتماعی در زمینه
رفتار فعالیت بدنی دانشآموزان دختر نوجوان تهرانی
Validity and reliability of the Social Cognitive
Theory Questionnaire in Tehranian Adolescent
Girl student’s Physical Activity behavior
علوم پایه
Basic Sciences
مقاله پژوهشی
Orginal Research
<strong><span style="color:#0070C0;"><span style="font-family:b nazanin;"><span style="font-size:14.0pt;">زمینه و هدف:</span></span></span></strong> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">فعالیت بدنی منظم به</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> عنوان یکی از اجزای اصلی شیوه زندگی سالم، در نوجوانان دختر پایین است. نظریه شناختی </span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">اجتماعی (</span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="font-size:10.0pt;">Social Cognitive Theory</span></span></em><em><span style="letter-spacing:-.1pt;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">)</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> یکی<span style="color:black;"> از موثرترین چارچوب</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">های ادراکی در بررسی فعالیت بدنی است. هدف این مطالعه، ارزیابی روایی و پایایی پرسشنامه </span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">SCT</span></span></span></em> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">محور در زمینه رفتار فعالیت بدنی</span></span></span></span></em> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">دانش</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">آموزان دختر نوجوان تهرانی بود.</span></span></span></span></em><br>
<strong><span style="color:#0070C0;"><span style="font-family:b nazanin;"><span style="font-size:14.0pt;">مواد و روش</span></span></span></strong><strong><span dir="LTR"><span style="color:#0070C0;"><span style="font-family:calibri,sans-serif;"><span style="font-size:14.0pt;">‎</span></span></span></span></strong><strong><span style="color:#0070C0;"><span style="font-family:b nazanin;"><span style="font-size:14.0pt;"> کار:</span></span></span></strong> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">یک مطالعه مقطعی با استفاده از تحلیل عاملی تاییدی بر روی 400 دانشآموز دختر نوجوان در یکی از مناطق آموزش و پرورش تهران (1393) انجام گرفت که از طریق نمونه</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">گیری تصادفی چند</span></span></span></span></em> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">مرحله</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">ای انتخاب شدند. مقیاس </span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">SCT</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> از لحاظ روایی (محتوا، صوری و سازه) و پایایی (انسجام درونی و ثبات) مورد بررسی قرار گرفت. به</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">منظور تعیین روایی سازه، تجزیه و تحلیل آماری داده</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">ها با استفاده از </span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">SPSS16</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> و </span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">LISREL8.8</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> صورت گرفت.</span></span></span></span></em><br>
<strong><span style="color:#0070C0;"><span style="font-family:b nazanin;"><span style="font-size:14.0pt;">یافتهها:</span></span></span></strong> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">نتایج شاخص روایی محتوا (1-94/0)، نسبت روایی محتوا (1-97/0) و امتیاز تاثیر (9/4-6/4) برای کل مقیاس قابل </span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">قبول بودند. نتایج رویکرد تاییدی،</span></span></span></span></em> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">از ساختار 6</span></span></span></span></em> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">عاملی </span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">SCT</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> (خودکارآمدی، خودکارآمدی در غلبه بر موانع، حمایت دوستان، حمایت خانواده، خودتنظیمی و انتظار پیامد) حمایت کرد. شاخص</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">های</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> برازش نشان دادند که الگوی اندازه</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">گیری </span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">SCT</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> برازش مناسبی با داده</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">ها دارد. پایایی سازه</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">های مقیاس طبق نتایج ضرایب آلفای کرونباخ (85/0-78/0) و همبستگی درون</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> رده</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">ای (9/0-73/0) قابل پذیرش بود. (</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">04/0</span></span></span></span></em> <em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">RMSEA=</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">، 02/0=</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">RMR</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">، 84/0=</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">GFI</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">، 22/2=</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">X<sup>2</sup>/df</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:10.0pt;">، 930=</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">df</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:10.0pt;">، 96/2065=</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">x<sup>2</sup></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:10.0pt;">)</span></span></span></span></em><br>
<strong><span style="color:#0070C0;"><span style="font-family:b nazanin;"><span style="font-size:14.0pt;">نتیجهگیری:</span></span></span></strong> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">پرسشنامه </span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-size:10.0pt;">SCT</span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;"> برای بررسی فعالیت بدنی در دانش</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">آموزان دختر نوجوان تهرانی از روایی و پایایی برخوردار بود. این مقیاس می</span></span></span></span></em><em><span dir="LTR" style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">‎</span></span></span></span></em><em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">تواند در مطالعه رفتار</span></span></span></span></em> <em><span style="letter-spacing:-.1pt;"><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">فعالیت بدنی و طراحی مداخلات آموزشی در این گروه هدف به کار رود.</span></span></span></span></em>
<strong>Background & objectives:</strong> <em>Regular physical activity as one of the main components of healthy life style is low in adolescent girls. Social Cognitive Theory (SCT) is one of the most effective conceptual frameworks to assess physical activity behavior. This study aimed to assess the validity and reliability of the SCT questionnaire in adolescent female student’s Physical Activity behavior in Tehran.</em><br>
<strong>Material and Methods:</strong> <em>The SCT questionnaire was assessed via content, face, construct validity, and reliability (stability and internal consistency). A cross-sectional study with confirmatory factor analyses (CFA) was done </em><em>to assess construct validity</em><em> among 400 </em><em>adolescent female students in one of the educational districts in Tehran (2013). The samples were chosen </em><em>with multi-stage sampling. Statistical analyses were done by SPSS16 and LISREL8.8 software (the maximum likelihood (ML) estimation to using matrix covariance). </em><br>
<strong>Results: </strong><em>The results of CVI (0.94-1), CVR (0.97-1), and impact score (4.6-4.9) were acceptable for all scales. Six constructs of SCT (self-efficacy, self-efficacy to overcome impediments, self-regulation, outcome expectancy, friend and family support) were supported with the result of confirmatory approach. Fit indices showed that the measuring model of SCT had a suitable fit to data (X2=2065/96, df=930, p<0/0001, GFI=0/84, RMSEA=0/04, RMR=0/02, AGFI=0/83, <img alt="AWT IMAGE" height="27" src="file:///C:Users�68181~1AppDataLocalTempmsohtmlclip1�1clip_image002.gif" width="28" >=2/22) (P<0.05). The reliability of the scales was acceptable according to the result of Cronbach’s Alpha (0.78-0.85) and Intraclass correlation coefficient (0.73-0.9). </em><br>
<strong>Conclusion:</strong> <em>SCT questionnaire was valid and reliable to assess the physical activity behavior in these </em><em>adolescent female students. This scale can be used in exercise behavior study and </em><em>designing educational program interventions in such group.</em>
فعالیت بدنی, دانشآموزان, روایی و پایایی
Physical activity, students, Reliability and Validity
219
230
http://journal.nkums.ac.ir/browse.php?a_code=A-10-25-617&slc_lang=fa&sid=1
MS
Ardestani
منا سادات
اردستانی
10031947532846009510
10031947532846009510
No
دانشکده علوم پزشکی
Sh
Niknami
شمس الدین
نیکنامی
niknamis@modares.ac.ir
10031947532846009511
10031947532846009511
Yes
دانشکده علوم پزشکی
A
Hidarnia
علیرضا
حیدرنیا
10031947532846009512
10031947532846009512
No
دانشکده علوم پزشکی
E
Hajizadeh
ابراهیم
حاجی زاده
10031947532846009513
10031947532846009513
No
دانشکده علوم پزشکی