دانلود ترجمه مقاله اعتبار و قابلیت اطمینان در دانش آموزان دبیرستان – مجله الزویر

فهرست مطالب:

خلاصه
مقدمه
روش
اعتبار زبانشناختی
شرکت کنندگان و روش ها
اندازه گیریها
تحلیل داده ها
نتایج
بحث و نتیجه گیری

بخشی از ترجمه:

مقدمه

نوجوانی به عنوان یک دوره بحرانی و گسسته از چرخه زندگی مشخص شده است. (ساسمن و دورن، ۲۰۰۹ ؛ ویلیامز، Holmbeck، و Greenley، ۲۰۰۲). آن به خوبی اثبات شده است که استرس نقش مهمی در شکل دادن سلامت و رفاه نوجوانان بازی میکند (بایرن، داونپورت، و Mazanov، ۲۰۰۷؛ Moksnes، ۲۰۱۱، رومئو، ۲۰۱۰؛ Thoits، ۲۰۱۰). سطح استرس به نظر می رسد که  از دوره قبل از بلوغ انسان تا دوران نوجوانی  افزایش یابد (رودلف، ۲۰۰۲) و در ترکیب با مقابله ناکافی،ممکن است عوارض شناخته شده استرس را تحریک کند. (Chrousos، ۲۰۰۹مک لافلین و Hatzenbuehler، ۲۰۰۹؛ .Seiffge-Krenke، Aunola، Nurmi، ۲۰۰۹).  در میان مصاحبه، چک لیست و گزارش اقدامات خود (Duggal و همکاران، ۲۰۰۰)، پرسشنامه استرس نوجوانان (ASQ) برای اعتبار به  اندازه گیری استرس نوجوانان در زمینه های تحقیقاتی و بالینی نشان داده شده است. (بایرن و همکاران، ۲۰۰۷؛ د Vriendt همکاران، ۲۰۱۱٫ Moksnes، بایرن، Mazanov، و Espnes، ۲۰۱۰؛ مورنو و همکاران، ۲۰۰۸). مطالعه حاضر با اعتبار نسخه یونانی ASQ مورد هدف قرار گرفت .

بخشی از مقاله انگلیسی:

MethodLinguistic validationAfter obtaining permission from the developer to translate and use the ASQ, certain standardized methodological procedureswere followed (Bullinger et al., 1998; Cull et al., 2002; van Widenfelt, Treffers, Beurs, Siebelink, & Koudijs, 2005). Theoriginal English version was translated independently into Greek by three native bilingual Greek translators. After the forwardtranslation was completed, a back translation by a native English speaker fluent in Greek and a Greek teacher of theEnglish language was also conducted. During all stages, the different versions were compared to maximize semantic andconceptual equivalence to the original version. Following this procedure, a pilot test of the questionnairewas conducted usingnine volunteers. In a focus group session, the volunteers had to report any type of difficulties regarding the clarity of thequestionnaire and their general view regarding the instrument.Participants and procedureThe study was performed in a two month-period in the province of Attica, Greece. In total, a sample of 300 adolescents,aged from 15 to 18 years old (mean age ¼ ۱۶٫۷۹), at 19 foreign language centers, were asked to participate in the study. 50questionnaires were excluded because of incomplete or incorrect answers, resulting in a sample of 250 adolescents (responserate of 83.3%).MeasuresThe ASQ consists of a 58-item inventory, reflecting 10 stress dimensions within the last 12-month period: a) the stress ofhome life, b) school performance, c) school attendance, d) romantic relationships, e) peer pressure, f) teacher interaction, g)future uncertainty, h) school/leisure conflict, i) financial pressure and k) emerging adult responsibility. A Likert scale from1 ¼ not at all stressful (or irrelevant to me) to 5 (¼very stressful) was used. Scale scores were calculated by summing theaffirmed response to each item across all items defining any particular scale, and the total score was produced by the sum ofthe score from each dimension. The Greek ASQ was validated by confirmatory factor analysis (CFA). Using structure equation modeling (SEM) procedures(Byrne, 2010), factorial invariance was examined. A first-order model, with the individual items as manifest variables and the10-component scales as first-order factors, showed high mutual correlations between the factors. Therefore, a second-ordermodel was generated, with the ASQ summary score as the second-order factor. Model evaluations were performed using avariety of fit indices, including the comparative fit index (CFI) the TuckereLewis Index (TLI) and the root mean square error ofapproximation (RMSEA) (Bentler, 1990; Bentler & Bonett, 1980; Browne & Cudeck, 1992; Hoyle, 1995; Hu & Bentler, 1999;Steiger, 1990). Model chi-square test statistics and associated degrees of freedom and p-values were reported forcompleteness, although these values were not used in model evaluation (Beckstead, Yang, & Lengacher, 2008). Cronbach’salpha was calculated for each stress component scale and for the full scale to confirm internal consistency (Kline, 2000). Allstatistical tests were two-tailed, and results were considered significant at p < 0.05. Analyses were performed using SPSS 16.0and AMOS SPSS.ResultsAmong the 250 adolescents most were females (60.4%, N ¼ ۱۵۱). Age and residential area did not correlate significantlywith any of the ASQ’s scales (p > 0.1). The stress levels were significantly different between boys and girls for 6 of the 10components, with the girls exhibiting higher (unfavored) scores in all cases.Table 1 presents the results of the first- and second-order CFAs. Manifest variables and latent factor loadings onto the 10factors (component scales) were included in the table. For the first-order model, 46 of 56 items had a correlation of ۰٫۶, andfor the second-order CFA model, three items had acceptable factor loadings, between 0.40 and 0.50. Moreover, the majority ofitems demonstrated high correlations with their component scale, with factor loadings >0.5. The 10-component scalescorrelated highly with the summary score, with standardized factor loadings >0.60 (range: 0.62e0.87). The model’s absolutefit index c2 was 2513.5 (p < 0.0005). The comparative model fit indices, CFI and RMSEA, were 0.90 and 0.05, respectively, bothindicating an acceptable fit of the theoretical model of the ASQ to the data.Regarding the mutual correlations between the ASQ scales, all 10 scale scores showed significant medium-to-strongcorrelations. Extreme values reached 0.41 and 0.83 (Table 2). The internal consistency of both the total ASQ and its 10 subscaleswas interpreted by a Cronbach’s alpha value, which was >0.7 in all cases (range: 0.70e0.86) and the overall value was0.96