هنجاریابی پرسش‌نامه پرخاشگری در دانش‌آموزان ورزشکار شهر مشهد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس تربیت بدنی، گروه علوم ورزشی، دانشکده علوم ورزشی، دانشگاه آزاد اسلامی، مشهد، ایران

2 دانشجوی دکتری مدیریت ورزشی، گروه علوم ورزشی، دانشکده علوم ورزشی، دانشگاه مازندران، بابلسر، ایران

چکیده

هدف از انجام این پژوهش هنجاریابی پرسش‌نامه پرخاشگری در دانش‌آموزان ورزشکار شهر مشهد بود. جامعۀ آماری پـژوهش را دانش­آموزان ورزشکار مقطع متوسطه دورة دوم شهر مشهد تشکیل دادند که از بین آنها تعداد 300 تن به شکل نمونه‌­گیری در دسترس انتخاب شدند. ابـزار اندازه­‌گیری مورد استفاده پرسش‌نامۀ 15 سؤالی پرخاشگری (ماکاروسکی و همکاران، 2013) بود که دارای 3 مؤلفه (متهور، خطاکردن، ابراز وجود) است. روش امتیازگذاری به سؤال­ها بر اساس طیف لیکرت پنج گزینه­ای (از کاملاً مخالف=1 تا کاملاً موافق=5) بود. روایی صوری پرسش‌نامه توسط اساتید متخصص روان‌شناسی ورزشی مورد تأیید قرار گرفت. آزمون‌­های آماری مورد استفاده شامل ضریب آلفای کرونباخ و تحلیل عاملی ­تأییدی بود. یافته‌­های پژوهشی نشان­دهنده پایایی درونی (83/0=α) برای پرسش‌نامه پرخاشگری در ورزش بود. در خصوص روایی سازه و بر اساس میزان روابط و T-value، تمامی سؤال‌­ها رابطه معناداری با مؤلفه‌­ها داشتند و توانستند پیشگوی خوبی برای مؤلفه خود باشند. همچنین در خصوص روابط مؤلفه‌­ها با مفهوم پرخاشگری نتایج نشان داد که تمامی مؤلفه‌­ها توانستند پیشگوی خوبی برای مفهوم پرخاشگری باشند. در نتیجه روایی درونی و بیرونی مدل «پرخاشگری در ورزش» تأیید شد.

کلیدواژه‌ها


عنوان مقاله [English]

Normalization of Aggression Questionnaire among Student Athletes in Mashhad

نویسندگان [English]

  • Maryam Pourjafarian 1
  • Peyman Mehrpouyan 2
1 B.A. in Physical Education, Department of Sport Sciences, Faculty of Sport Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran
2 Ph.D. student in Sports Management, Department of Sport Sciences, Faculty of Sport Sciences, Mazandaran University, Babolsar, Iran
چکیده [English]

The purpose of this research was to normalize the aggression questionnaire among student athletes in Mashhad city. The statistical population of the research was formed by the student athletes of the senior high school level in Mashhad city, out of which 300 people were selected using availability sampling method. The measurement tool used was the 15-question Sports Aggression Questionnaire (Makarowski et al., 2013) which includes 3 components (Go-ahead, foul play, assertiveness). The method of scoring the questions was based on a five-point Likert scale (from completely disagree=1 to completely agree=5). The face validity of the questionnaire was confirmed by professors specializing in sports psychology. The statistical tests used included, Cronbach's alpha coefficient as well as confirmatory factor analysis. The research findings showed the internal reliability (α=0.83) for the questionnaire of aggression in sports. Regarding construct validity and based on the amount of relationships and T-value, all the questions had a significant relationship with the components; therefore they could be a good predictor for their components. Also, regarding the relationships between the components and the concept of aggression, the results showed that all the components could be a good predictor for the concept of aggression. As a result, the internal and external validity of the model of "aggression in sports" was confirmed.

کلیدواژه‌ها [English]

  • student
  • aggression
  • questionnaire
  • athlete
آقایی‌‌نژاد، جان‌بابا؛ فرامرزی، سالار؛ عابدی، احمد. (1392). تأثیر یک دوره فعالیت منظم ورزشی بر پرخاشگری دانش‌‌آموزان عقب مانده ذهنی آموزش‌‌پذیر. رشد و یادگیری حرکتی ورزشی، 12. 105-91.
گنجه، علیرضا؛ دهستانی، مهدی؛ زاده‌‌محمدی، علی. (1392). مقایسه اثربخشی آموزش مهارت حل مسأله و هوش هیجانی در کاهش پرخاشگری دانش‌‌آموزان پسر دبیرستانی. دانش و پژوهش در روان‌‌شناسی کاربردی، 52. 50-38.
محمدی، نواله. (1385). بررسی مقدماتی شاخص‌‌های روان‌‌سنجی پرسش‌‌نامه پرخاشگری باس- پری. علوم اجتماعی و انسانی دانشگاه شیراز. 49. 151-135.
Aghaeinejad, J., Faramarzi, S., & Abedi, A. (2013). The effect of a regular sports activity course on the aggression of mentally retarded students. Journal of Sports and Motor Development and learning, 12, 91-105.   
https://doi.org/10.22059/jmlm.2013.32149. [in Persian]
Alberto, V., Katherine, I., Dorothy, L. E., Cagil, T., Gabriel, J. M., & Jordan P. D. (2021). Intra-familial Violence and Peer Aggression Among Early Adolescents: Moderating Role of School Sense of Belonging. Journal of Family Violence, 36: 87–98. https://link.springer.com/article/10.1007/s10896-020-00142-8#citeas
Banville, D., Desrosiers, P., & Genet-Volet, Y. (2000). Translating questionnaires and interventories using a cross-cultural translation technique, Journal teaching in physical educ, 19: 374-87. https://doi.org/10.1123/jtpe.19.3.374
Barbara, H. M., & William, F. (2005). Statistical methods for health care research. Lippincott Williams and Wilkins. A welters clawer company, 325-330.              
https://www.amazon.com/Statistical-Methods-Health-Care-Research/dp/0781748402
Bibi, A., A. Saleem., M. Adnan Khalid., N. Shafique. (2020). Emotional Intelligence and Aggression among University Students of Pakistan: A Correlational Study. Journal of aggression maltreatment & trauma. 29: 1189-1203.  
https://doi.org/10.1080/10926771.2019.1709592
Bryan, W., Donachie, T. C., Vaughan, R. S., & Madigan, D. J. (2023). Don’t look back in anger: A cross-sectional and dyadic examination of the Dark Triad, anger, and aggression in athletes. Psychology of Sport and Exercise, 64, 102305.      
https://doi.org/10.1016/j.psychsport.2022.102305
Burns, N & Grove. S. K. (1999). Understanding Nursing Research, 2 nd Ed. Philadelphia. W. B. Saunders Company. https://www.scirp.org
Chuang, C.-c., Reinke, W. M., & Herman, K. C. (2020). Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors. School Psychology, 35(2), 128–136. https://doi.org/10.1037/spq0000351
Fabian, J. M. (2010). Neuropsychological and neurological correlates in violent and homicidal offenders: a legal and neuroscience perspective. Aggression and violent behaviour, 15, 209-223. https://doi.org/10.1016/j.avb.2009.12.004
Ganjeh, A., Dehestani, M., & Zademohamadi, A. (2014). Comparing the effectiveness of teaching problem solving skills and emotional intelligence in reducing aggression in high school male students. Knowledge and Research in Applied Psychology, 50, 38-50. https://jsr-p.isfahan.iau.ir/article_533868.html. [in Persian]
Granvik Saminathen, M., Plenty, S., & Modin, B. (2021). The role of academic achievement in the relationship between school ethos and adolescent distress and aggression: a study of ninth grade students in the segregated school landscape of Stockholm. Journal of youth and adolescence, 50, 1205-1218.    
doi: 10.1007/s10964-020-01199-w.
Greenwell, C., & Yoo, S. W. (2023). Aggressive Motives and Fan Passion Across Different Types of Sports. Sport Marketing Quarterly, 32(2).       
https://web.s.ebscohost.com/abstract
Healy, S.R., Valente, J.Y., Caetano, S.C., S.S. Martins., Sanchez, Z. M. (2020). Worldwide school-based psychosocial interventions and their effect on aggression among elementary school children: A systematic review 2010–2019. Aggression and Violent Behavior. 55: 101-486. https://doi.org/10.1016/j.avb.2020.101486
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.           
https://doi.org/10.1080/10705519909540118
Jansen, G. J., Middel, B., & Dassen, T. W. (2005). An international comparative study on the reliability and validity of the attitudes towards aggression scale. International Journal of Nursing Studies, 42(4), 467-477.         
https://doi.org/10.1016/j.ijnurstu.2004.09.007
Jeffrey, MH,. Kathleen, E M., & Jeffrey H N. (2002). Development, reliability and validity of the childrens aggression scale-parent version. Journal of the American academy of child & adolescent psychiatry, 41(3), 245-252.         
doi: 10.1097/00004583-200203000-00003.
Lafuente, J. C., Zubiaur, M., & Gutiérrez-García, C. (2021). Effects of martial arts and combat sports training on anger and aggression: A systematic review. Aggression and Violent Behavior, 58, 101611. https://doi.org/10.1016/j.avb.2021.101611
Lai MHC. (2021). Composite reliability of multilevel data: It’s about observed scores and construct meanings. Psychological Methods, vol.2, 6(1), 90–102.          
doi.org/10.1037/met0000287
Lane,A., Thelwell, R., lowther, J., Davonport, T.J.(2009). Emotional intelligence.and Psychological skills use among athletes'. Social behavior and personality: an international Journal, 37(2): 195-201. doi.org/10.2224/sbp.2009.37.2.195
Lisa, B., Yanagida, T., Gradinger, P., & Strohmeier, D. (2022). Understanding for which students and classes a socio-ecological aggression prevention program works best: Testing individual student and class level moderators. Journal of youth and adolescence, 51(2), 225-243. https://doi.org/10.1007/s10964-021-01553-6
Mariya, A.Y. (2018). On identity and sport conduct of student-athletes: Considering athletic and academic contexts. Psychology of Sport and Exercise. 34: 10-19.         
doi.org/10.1016/j.psychsport.2017.09.006
McMahon, S. D., Davis, J. O., Peist, E., Bare, K., Espelage, D. L., Martinez, A., & Reddy, L. A. (2019). Student verbal aggression toward teachers: How do behavioral patterns unfold? Psychology of Violence, 10 (2), 192–200.    
https://doi.org/10.1037/vio0000256
McMahon, S. D., Davis, J. O., Peist, E., Bare, K., Espelage, D. L., Martinez, A., Anderman, E. M., & Reddy, L. A. (2020). Student verbal aggression toward teachers: How do behavioral patterns unfold? Psychology of Violence, 10(2),
192–200. doi.org/10.1037/vio0000256
Meier, B. P., Wilkowski, B. M., & Robinson, M. D. (2008). Bringing out the agreeableness in everyone: using a cognitive self – regulation model to reduce aggression. Journal of exximental social psychology, 44: 1383-1387. doi.org/10.1016/j.jesp.2008.05.005
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publication. Thousand Oaks. London. New Dehi. 
https://us.sagepub.com/en-us/nam/applied-multivariate-research/book246895
Mohamadi, N. (2007). Preliminary investigation of the psychometric indicators of Buss-Perry aggression questionnaire. Journal of Social and Human Sciences of Shiraz University. 25(4), 135-151. https://www.sid.ir/paper/13246/fa. [in Persian]
Ravinder, E. B., & Saraswathi, A. B. (2020). Literature Review Of Cronbach alpha coefficient (Α) And Mcdonald's Omega Coefficient (Ω). European Journal of Molecular & Clinical Medicine. 7(6): 2943-2949.      
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4443362
Roman, S., & Schaillée, H. (2019). Unsanctioned aggression and violence in amateur sport: A multidisciplinary synthesis. Aggression and violent behavior, 44, 36-46.      
https://doi.org/10.1016/j.avb.2018.11.007
Ryszard, M., Mieczysław, P., Anna, S., & Marcin, M. (2013). Questionnaire of aggressiveness in sport and business.                
https://www.researchgate.net/publication/326274457
Shuv-Ami, A., & Toder-Alon, A. (2022). A new team sport club aggression scale and its relationship with fans’ hatred, depression, self-reported aggression, and acceptance of aggression. International journal of sport and exercise psychology, 20(5),
1274-1294. https://doi.org/10.1080/1612197X.2021.1979076
Susan, M. D., Cafaro, C. L., Bare, K., Zinter, K. E., Murillo, Y. G., Lynch, G., ... & Subotnik, R. (2022). Rates and types of student aggression against teachers:
a comparative analysis of US elementary, middle, and high schools. Social Psychology of Education, 25(4), 767-792.  
https://link.springer.com/article/10.1007/s11218-022-09706-6#citeas
Susan, M. D., Peist, E., Davis, J. O., Bare, K., Martinez, A., Reddy, L. A., ... & Anderman, E. M. (2020). Physical aggression toward teachers: Antecedents, behaviors, and consequences. Aggressive behavior, 46(1), 116-126.            
https://doi.org/10.1002/ab.21870
William, Y.M., Barbara, B.M., Sean, P.M. (2016). Corrigendum to initial development and validity evidence for the processes of change in psychological skills training quesrionnare. Psychology of sport and exercise, 27: 253.      
https://doi.org/10.1016/j.psychsport.2016.05.004
Yang, Y., Zhu, H., Chu, K., Zheng, Y., & Zhu, F. (2023). Effects of sports intervention on aggression in children and adolescents: a systematic review and meta-analysis. PeerJ, 11, e15504. https://doi.org/10.7717/peerj.15504
Zhang, Q., & Da-Jun, Z. (2014). The effects of viewing violent movie via computer on aggressiveness among college students. Computers in Human Behavior, 35,
320-325. DOI: 10.1016/j.chb.2014.03.008
Zhaojun, T., Yanling, L., & Cheng, G. (2015). Ameta-analysis of the relationship between self-esteem and aggression among Chinese student. Aggression and Violent Behavior, 21, 45-54. https://doi.org/10.1016/j.avb.2015.01.005