Parent and Student Questionnaires study 3
Kathleen V. Hoover-Dempsey‚ Howard M. Sandler‚ Joan M.T. Walker. (2003)
Prepared by Darlene Whetsel
پرسشنامه والدین و دانش آموز- مطالعه سوم
شرح سایت روان سنجی: آنچه در زیر ارائه می شود، مقیاس های مطالعه سوم از چهار مطالعه تحت عنوان "پروژه مشارکت والدین ، پرسشنامه والدین و معلمان 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. در مطالعه سوم سه سطح از سازو کار دخالت والدین : مدل سازی، تقویت و آموزش مطرح است.
در این برگه گویه های بررسی سوم 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 3: Student
مطالعه سوم: دانش آموز
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 get upset when he or she has trouble solving a problem.
… 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 مدل مشارکت رفتار والدین درجریان تکالیف آموزشی "چون : انگیزه درونی یادگیری، بهره گیری از راهبردها، خودکارآمدی تحصیلی و اجتماعی" را اندازه گیری می کند.
اعتبار : 0.69
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
****
Students Perception of Parents’ Explicit Behavior
Stem:
The person in my family who usually helps me with my homework…
… teaches me ways to make my homework fun.
…teaches me how to find out more about things that interest me.
…teaches me to try the problems that help me learn the most.
…teaches me to have a good attitude about my homework.
…teaches me to make sure I understand one part before I go on to the next.
…teaches me to take a break from my work when I get frustrated.
…teaches me how to check my homework as I go along.
…teaches me to go at my own pace while doing my homework.
…teaches me to keep trying when I get stuck.
…teaches me to stick with my homework until I get it all done.
…teaches me to work hard.
…teaches me to ask questions when I don't understand something.
…teaches me how to get along with others in my class.
…teaches me to follow the teacher's directions.
…teaches me to talk with the teacher when I have questions.
…shows me that he or she likes it when I learn as much as possible.
…shows me that he or she likes it when I have a good attitude about doing my homework.
…shows me that he or she likes it when I learn new things.
…shows me that he or she likes it when I check my work.
…shows me that he or she likes it when I understand how to solve problems.
…shows me that he or she likes it when I organize my schoolwork.
…shows me that he or she likes it when I find new ways to do my work when I get stuck.
…shows me that he or she likes it when I stick with a problem until it gets solved.
…shows me that he or she likes it when I work hard on my homework.
…shows me that he or she likes it when I keep working on my homework even when I don't feel like it.
…shows me that he or she likes it when I ask the teacher for help.
…shows me that he or she likes it when I explain what I think to the teacher.
…shows me that he or she likes it when I explain what I think about school to him or her.
…encourages me when I don't feel like doing my schoolwork.
…encourages me when I have trouble organizing my schoolwork.
…encourages me to be aware of how I'm doing with my schoolwork.
…encourages me to try new ways to do schoolwork when I'm having a hard time.
…encourages me when I have trouble doing my schoolwork..
شرح روان سنجی: این مقیاس ادراک دانش آموز از تشویق های والدین و رفتار حمایتی آنان در جریان تکالیف آموزشی "چون : انگیزه درونی یادگیری، بهره گیری از راهبردها، خودکارآمدی تحصیلی و اجتماعی" را اندازه گیری می کند.
اعتبار : 0.92
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
****
Student Self-Report of Attributes Conducive to Achievement
I want to learn as much as possible.
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.
When I stick with it‚ I can do a good job on all my homework.
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 ، باورها و تایید دانش آموز از رفتارهای منجر به پیشرفت "چون : انگیزه درونی یادگیری، بهره گیری از راهبردها، خودکارآمدی تحصیلی و اجتماعی" را اندازه گیری می کند.
اعتبار : 0.82
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
****
Social Self-Efficacy for Relating to Peers
I can get along with other students in my class.
I can work well with other students in my class.
It's easy for me to start a conversation with other students in my class.
When other students are doing something‚ it's hard for me to join in with them. R
شرح روان سنجی: این مقیاس ادارک دانش آموز از خود- کارآمدی اجتماعی با همسالان در زمینه مدرسه و تکالیف آموزشی را اندازه گیری می کند.
اعتبار : 0.62
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
****
Social Self-Efficacy for Relating to Teachers
It's hard for me to get along with my teachers.
I find it easy to go and talk with my teachers.
I can get my teachers to help me if I have problems with other students.
I can explain what I think to my teachers.
I ask the teacher to tell me how well I'm doing in class.
I ask for help from the teacher when I have trouble understanding something.
شرح روان سنجی: این مقیاس ادارک دانش آموز از خود- کارآمدی اجتماعی با معلم در زمینه مدرسه و تکالیف آموزشی را اندازه گیری می کند.
اعتبار : 0.69
نمره گذاری
Not true = 1‚ A little true = 2‚ Pretty true = 3‚ Very true = 4
****
Study 3: Parent
مطالعه سوم: والدین
Parent Self-Reported use of Parents’ Modeling
We show this child that we like to learn new things.
We show this child that we like to plan ahead.
We show this child that we know how to solve problems.
We show this child that we pay attention to how well things are going.
We show this child that we try different ways to solve a problem when things get hard.
شرح روان سنجی: این مقیاس سرمشق دهی والدین به فرزند درجریان تکالیف آموزشی "چون : انگیزه درونی یادگیری، بهره گیری از راهبردها، خودکارآمدی تحصیلی و اجتماعی" را اندازه گیری می کند.
اعتبار : 0.81
نمره گذاری
Not at all true = 1‚ A bit little true = 2‚ Somewhat true = 3‚ Often true = 4‚ Mostly True=5‚ Completely True=6
****
Parent Self-Reported use of Encouragement
We encourage this child when he or she doesn’t feel like doing schoolwork.
We encourage this child when he or she has trouble organizing schoolwork.
We encourage this child to be aware of how he or she is doing with schoolwork.
We encourage this child to try new ways to do schoolwork when he or she is having a hard time.
We encourage this child when he or she has trouble doing schoolwork.
شرح روان سنجی: این مقیاس تشویق والدین به فرزند درجریان تکالیف آموزشی "چون : انگیزه درونی یادگیری، بهره گیری از راهبردها، خودکارآمدی تحصیلی و اجتماعی" را اندازه گیری می کند.
اعتبار : 0.84
نمره گذاری
Not at all true = 1‚ A bit little true = 2‚ Somewhat true = 3‚ Often true = 4‚ Mostly True=5‚ Completely True=6
****
Parent Self-Reported use of Reinforcement
We show this child we like it when he or she is interested in learning new things.
We show this child we like it when he or she organizes his or her schoolwork.
We show this child we like it when he or she uses good ways to learn new things.
We show this child we like it when he or she checks his or her school work.
We show this child we like it when he or she finds new ways to do schoolwork when he or she gets stuck.
شرح روان سنجی: این مقیاس تقویت والدین به فرزند درجریان تکالیف آموزشی "چون : انگیزه درونی یادگیری، بهره گیری از راهبردها، خودکارآمدی تحصیلی و اجتماعی" را اندازه گیری می کند.
اعتبار : 0.89
نمره گذاری
Not at all true = 1‚ A bit little true = 2‚ Somewhat true = 3‚ Often true = 4‚ Mostly True=5‚ Completely True=6
****
Parent Self-Reported use of Instruction
We teach this child that understanding the problem is more important than finding the answer.
We teach this child to go at his or her own pace while doing schoolwork.
We teach this child to solve problems by breaking them into smaller parts.
We teach this child to memorize answers to problems.
We teach this child that getting the right answer is important.
We teach this child new ways to do schoolwork when he or she gets stuck.
We teach this child to use flash cards to learn the right answers.
We teach this child ways to keep working when he or she doesn’t want to do schoolwork.
شرح روان سنجی: این مقیاس آموزش (راهنمایی) والدین به فرزند درجریان تکالیف آموزشی "چون : انگیزه درونی یادگیری، بهره گیری از راهبردها، خودکارآمدی تحصیلی و اجتماعی" را اندازه گیری می کند.
اعتبار : 0.79
نمره گذاری
Not at all true = 1‚ A bit little true = 2‚ Somewhat true = 3‚ Often true = 4‚ Mostly True=5‚ Completely True=6
****
Study 3: Dependent Variable
مطالعه سوم: متغیر وابسته
Types of Involvement
Epstein‚ J.L.‚ and Salinas‚ K. C. (1993)
Subscale: Child-Specific Involvement reported standardized alpha = .86
...keeps an eye on this child’s progress.
...talks with this child about the school day.
...supervises this child's homework.
...practices spelling‚ math or other skills with this child.
...reads with this child.
...helps this child study for tests.
Subscale: School-General Involvement reported standardized alpha = ..82
...helps out at this child's school.
...attends special events at school.
...volunteers to go on class field trips.
...attends PTO meetings.
…goes to the school's open-house..
شرح روان سنجی: متغیر وابسته "گونه مشارکت" توسط " اپستاین و سلینس" توسط هوور- دمپسی، واکر، جونز و رید اقتباس شده است.
Epstein‚ J.L. Salinas‚ K.C. (1993). School and Family Partnerships: Surveys and Summaries. Baltimore‚ MD: Center on Families‚ Communities‚ Schools‚ and Children's Learning.
اعتبار : 0.81
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
چگونگی دستیابی
Hoover-Dempsey‚ K. V.‚ Sandler‚ Howard M.‚ & Walker‚ Joan M.T. Prepared by Darlene Whetsel .2002 . Parent Involvement Project (PIP) Parent and Student Questionnaires: Study 3. Vanderbilt University. d.whetsel@vanderbilt.edu