Parent and Student Questionnaires study 4
Kathleen V. Hoover-Dempsey‚ Howard M. Sandler‚ Joan M.T. Walker. (2003)
پرسشنامه والدین و دانش آموز- مطالعه چهارم
شرح سایت روان سنجی: آنچه در زیر ارائه می شود، مقیاس های مطالعه چهارم از چهار مطالعه تحت عنوان "پروژه مشارکت والدین ، پرسشنامه والدین و دانش آموز است.
این مطالعه بر پایه "مدل فرایند مشارکت والدین" ارائه شده توسط "سندلر و هوور- دمیسی 1995 و 1997 Hoover-Dempsey and Sandler’s " پایه گذاری شده است.
این پروژه برای یافتن پرسشهای : الف) چرایی انتخاب والدین برای مشارکت در آموزش و پرورش کودکان دوره ابتدایی ، ب) چگونگی تاثیر مشارکت آنان بر پیشرفت تحصیلی و نگرش کودکان ، به اجرا گذاشته شده است. مطالعه چهارم موارد زیر را شامل می شود.
پیش بینی فرضیه سهم نقش ساختاری والدین، احساس درباره کارآمدی، دعوت عمومی به مشارکت، توصیف کودکان فراخوانده شده برای مشارکت، در تصمیم والدین به مشارکت
تاثیر منابع/زمان، آگاهی ها و مهارت ها، مشارکت های ویژه کودک، مشارکت های ویژه معلم ،برمشارکت والدین
سازوکار مشارکت والدین چون شیوه، تقویت و آموزش
پیامدهای پیشرفت تحصیلی چون: انگیزش، به کارگیری راهبردها، خود- کارآمدی اجتماعی معلم و خود- کارآمدی تحصیلی
و سرانجام پیشرفت تحصیلی دانش آموز
در این برگه گویه های بررسی چهارم ارائه شده است. یاد آوری شود؛ گویه های هر خرده مقیاس به همراه اعتبار آن ها به صورت جداگانه روی تارنمای روان سنجی وجود دارد.
Study 4: Parent Scales
مطالعه چهارم: مقیاس های والدین
Sense of Efficacy for Helping Child Succeed in School
Hoover-Dempsey‚ K.V.‚ Bassler‚ O.C.‚ & Brissie‚ J.S. (1992)
I know how to help my child do well in school.
I don’t know if I’m getting through to my child.
I don’t know how to help my child make good grades in school.
I feel successful about my efforts to help my child learn.
I don’t know how to help my child learn.
شرح روان سنجی: این مقیاس احساس والدین نسبت به کارآمدی برای یاری رساندن به کودکانشان برای موفقیت را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Disagree very strongly = 1‚ Disagree = 2‚ Disagree just a little = 3‚ Agree just a little = 4‚ Agree = 5‚ Agree very strongly = 6
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Parent’s Perceptions of General Invitations for Involvement from the School
Griffith‚ J. (1996)
Teachers at this school are interested and cooperative when they discuss my child.
I feel welcome at this school.
Parent activities are scheduled at this school so that I can attend.
This school lets me know about meetings and special school events.
This school’s staff contacts me promptly about any problems involving my child.
The teachers at this school keep me informed about my child’s progress in school.
شرح روان سنجی: این مقیاس ادراک والدین از دعوت عمومی مدرسه برای مشارکت را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Disagree very strongly = 1‚ disagree = 2‚ disagree just a little = 3‚ agree just a little = 4‚ agree =5‚ agree very strongly = 6
Griffith‚ J. (1996‚ February). Parent and student satisfaction with elementary schools in Montgomery County. Montgomery County Public Schools‚ MD: Department of Educational Accountability (reported alphas ranged from .73 to .81).
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Parent’s Self - Reported Role Beliefs
I believe it is my responsibility …
… to volunteer at the school.
… to communicate with my child’s teacher regularly.
… to help my child with homework.
... make sure the school as what it needs.
... support decisions made by the teacher.
... stay on top of things at school.
... explain tough assignments to my child.
... talk with other parents from my child’s school.
... make the school better.
... talk with my child about the school day.
شرح روان سنجی: این مقیاس نقش باورهای والدین را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
****
Parent Self-Reported Valence
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1
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2
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3
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4
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5
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6
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My School:
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disliked
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liked
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My Teachers:
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were mean
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were nice
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My Teachers:
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ignored me
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cared about me
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My school experience:
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bad
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good
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I felt like:
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an outsider
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I belonged
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My overall experience:
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failure
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success
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شرح روان سنجی: این مقیاس جاذبه والدین را اندازه گیری می کند.
اعتبار : ؟؟
****
Parent’s Perception of Specific Teacher/School Demands/Invitations for Involvement
My child’s teacher asked me or expected me to help my child with homework.
My child’s teacher asked me to talk with my child about the school day.
My child’s teacher asked me to attend a special event at school.
My child’s teacher asked me to help out at school.
My child’s teacher contacted me (for example‚ sent a note home‚ phoned‚ e-mailed).
شرح روان سنجی: این مقیاس ادارک والدین از دعوت های ویژه (اختصاصی) معلم، یا درخواست مدرسه برای مشارکت را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
1 = never; 2 = 1 or 2 times; 3 = 4 or 5 times; 4 = once a week; 5 = a few times a week; 6 = daily
****
Parent’s Perception of Specific Child Demands/Invitations for Involvement
My child asked me to help explain something about his or her homework.
My child asked me to supervise his or her homework.
My child asked me to attend a special event at school.
My child asked me to help out at the school.
My child asked me to talk with his or her teacher.
شرح روان سنجی: این مقیاس ادارک والدین از درخواست ویژه (اختصاصی) فرزند برای مشارکت را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
1 = never; 2 = 1 or 2 times; 3 = 4 or 5 times; 4 = once a week; 5 = a few times a week; 6 = daily
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Parent’s Time‚ Energy and Resources for Involvement Activities
I have enough time and energy to help out at my child’s school.
I have enough time and energy to communicate effectively with my child’s teacher.
I have enough time and energy to attend special events at school.
I have enough time and energy to help my child with homework.
I have enough time and energy to supervise my child’s homework.
شرح روان سنجی: این مقیاس زمان، توان و امکانات والدین برای فعالیت های مشارکت را اندازه گیری می کند.
اعتبار : 0.84
نمره گذاری
Disagree very strongly = 1‚ disagree = 2‚ disagree just a little = 3‚ agree just a little = 4‚ agree =5‚ agree very strongly = 6
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Parent’s Knowledge and Skills for Involvement Activities
I know about special events at school.
I know enough about the subjects of my child’s homework to help him or her.
I know how to supervise my child’s homework.
I know about volunteering opportunities at my child’s school.
I know how to explain things to my child about his or her homework.
I have the skills to help out at my child’s school.
شرح روان سنجی: این مقیاس دانش و مهارتهای والدین برای فعالیت های مشارکت را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Disagree very strongly = 1‚ disagree = 2‚ disagree just a little = 3‚ agree just a little = 4‚ agree =5‚ agree very strongly = 6
****
Parents Choice of Involvement
Someone in this family talks with this child about the school day.
Someone in this family supervises this child’s homework.
Someone in this family helps out at this child’s school.
Someone in this family attends special events at school.
Someone in this family helps this child study for tests.
Someone in this family volunteers to go on class field trips.
Someone in this family attends PTA meetings.
Someone in this family practices spelling‚ math‚ or other skills with this child.
Someone in this family reads with this child.
Someone in this family goes to the school’s open-house.
شرح روان سنجی: این مقیاس انتخاب های والدین برای فعالیت های مشارکت را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Never = 1‚ 1 or 2 times this year = 2‚ 4 or 5 times this year = 3‚ once a week = 4‚ A few times a week =5‚ Daily=6
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Parent Self-Reported use of Parents’ Modeling
We show this child that we …
… like to learn new things.
... know how to solve problems.
... enjoy figuring things out.
... do not give up when things get hard.
... ask others for help when a problem is hard to solve.
... can explain what we think to others.
... can learn new things.
... want to learn as much as possible.
... like to solve problems.
... try different ways to solve a problem when things get hard.
شرح روان سنجی: این مقیاس کاربستن الگوهای مشارکتی والدین را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Not at all true = 1‚ A little bit true = 2‚ Somewhat true = 3‚ Often true = 4‚ Mostly True=5‚ Completely True=6
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Parent Self-Reported use of Encouragement
We encourage this child …
… when he or she doesn’t feel like doing schoolwork.
... when he or she has trouble organizing schoolwork.
... to try new ways to do schoolwork when he or she is having a hard time.
... to be aware of how he or she is doing with schoolwork.
... when he or she has trouble doing schoolwork.
... to look for more information about school subjects.
... to develop an interest in schoolwork.
... to believe that he/she can do well in school.
... to stick with problems until he/she solves it.
... to believe that he/she can learn new things.
... to ask other people for help when a problem is hard to solve.
... to explain what he/she thinks to the teacher.
... to follow the teacher’s directions.
شرح روان سنجی: این مقیاس کاربستن تشویق نزد والدین را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Not at all true = 1‚ A little bit true = 2‚ Somewhat true = 3‚ Often true = 4‚ Mostly True=5‚ Completely True=6
****
Parent Self-Reported Use of Instruction
We teach this child …
… to go at his or her own pace while doing schoolwork.
... to take a break from his or her work when he or she gets frustrated.
... how to check homework as he or she goes along.
... how to get along with others in his or her class.
... to follow the teacher’s directions.
... how to make his or her homework fun.
... how to find out more about the things that interest him or her.
... to try the problems that help him or her learn the most.
... to have a good attitude about his or her homework.
... to keep trying when he or she gets stuck.
... to stick with his or her homework until he or she finishes it.
... to work hard.
... to talk with the teacher when he or she has questions.
... to ask questions when he or she doesn’t understand something.
... to make sure he or she understands one part before going onto the next.
شرح روان سنجی: این مقیاس کاربستن آموزش (راهنمایی) نزد والدین را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Not at all true = 1‚ A little bit true = 2‚ Somewhat true = 3‚ Often true = 4‚ Mostly True=5‚ Completely True=6
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Study 4: Student
مطالعه چهارم: والدین
Social Self-Efficacy for Relating to Teachers
I can get along with most of my teacher.
I can go and talk with most of my teachers.
I can get my teachers to help me if I have problems with other students.
I can explain what I think to most of my teachers.
I ask the teacher to tell me how well I'm doing in class.
شرح روان سنجی: این مقیاس خود- کارآمدی اجتماعی کودک، در ارتباط با معلم را اندازه گیری می کند.
اعتبار : 0.72
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
****
Student Perceptions of Parents’ Implicit Behavior
Stem:
The person in my family who usually helps me with my homework…
… likes to learn new things.
…wants to learn as much as possible.
…likes to solve problems.
…enjoys figuring things out.
…knows how to solve problems.
…tries a different way if he or she has trouble solving a problem.
…doesn’t give up when things get hard.
…can learn new things.
…asks other people for help when a problem is hard to solve.
…can explain what he or she thinks to other people.
شرح روان سنجی: این مقیاس ادراک دانش آموز از رفتارهای ناآشکار والدین درباره پیشرفت تحصیلی را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
****
Students Perception of Parents’ Explicit Behavior
Sub Scale: Instruction (15 items)
Stem:
The person in my family who usually helps me with my homework teaches me…
… ways to make my homework fun.
… how to find out more about things that interest me.
… to try the problems that help me learn the most.
… to have a good attitude about my homework.
… to make sure I understand one part before I go on to the next.
… to take a break from my work when I get frustrated.
… how to check my homework as I go along.
… to go at my own pace while doing my homework.
… to keep trying when I get stuck.
… to stick with my homework until I get it all done.
… to work hard.
… to ask questions when I don't understand something.
… how to get along with others in my class.
… to follow the teacher's directions.
… to talk with the teacher when I have questions.
Sub Scale: Reinforcement (13 items)
Stem:
The person in my family who usually helps me with my homework shows me that he or she likes it when I…
…try to learn as much as possible.
…have a good attitude about doing my homework.
…want to learn new things.
…check my work.
…understand how to solve problems.
…organize my schoolwork.
…find new ways to do my work when I get stuck.
…stick with a problem until it gets solved.
…work hard on my homework.
…keep working on my homework even when I don't feel like it.
…ask the teacher for help.
…explain what I think to the teacher.
…explain what I think about school to him or her.
Sub Scale: Encouragement (12 items)
Stem:
The person in my family who usually helps me with my homework encourages me…
…when I don't feel like doing my schoolwork.
…when I have trouble organizing my schoolwork.
…to be aware of how I'm doing with my schoolwork.
…to try new ways to do schoolwork when I'm having a hard time.
…when I have trouble doing my schoolwork.
…to look for more information about school subjects.
…to develop an interest in schoolwork.
…to believe that I can do well in school.
…to believe that I can learn new things.
…to ask the teacher for help when a problem is hard to solve.
…to follow the teacher’s directions.
…to explain what I think to the teacher.
شرح روان سنجی: این مقیاس ادراک دانش آموز از رفتارهای آشکار والدین درباره پیشرفت تحصیلی را اندازه گیری می کند.
اعتبار : ؟؟
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
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Student Self-Report of Active Engagement
I want to understand how to solve problems.
I like to look for more information about school subjects.
I want to learn new things.
I ask myself questions as I go along to make sure my homework makes sense to me.
I try to figure out the hard parts on my own.
I go back over things I don’t understand.
I can do even the hardest homework if I try.
I can learn the things taught in school.
I can figure out difficult homework.
I ask for help from my parents when I have trouble understanding something.
I try to find a place that makes it easier to do my homework.
شرح روان سنجی: این مقیاس ، میزان درگیری متعهدانه (مشارکت) رفتاری و باورهای پشتیبانی کننده دانش آموزان را در زمینه پیشرفت ( چون: انگیزه درونی برای یادگیری، راهبردها، خود- کارآمدی تحصیلی) می سنجد.
اعتبار : 0.79
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
چگونگی دستیابی
Hoover-Dempsey‚ K. V.‚ Sandler‚ Howard M.‚ & Walker‚ Joan M.T..2002 . Parent Involvement Project (PIP) Parent and Student Questionnaires: Study 4. Vanderbilt University. Department of Psychology and Human Development. d.whetsel@vanderbilt.edu