Razi Journal of Medical Sciences

fa ساخت و اعتباریابی آزمون هوش میان‌فردی بر روی کودکان پایه پنجم و ششم ابتدائی شهر همدان Construction and Validation of Interpersonal Intelligence Test on Fifth and Sixth Grade Elementary School Children in Hamedan City روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;"> زمینه و هدف: برای درک شایستگیهای دانشآموز، شناسایی و درک هوش دانشآموز نیز مورد نیاز است .هدف از اجرای این پژوهش ساخت و اعتباریابی آزمون هوش میانفردی در کودکان پایه پنجم و ششم ابتدائی شهر همدان بود. روش کار: برای انجام پژوهش توصیفی- پیمایشی که از نوع اعتباریابی آزمون میباشد از بین والدین کودکان ابتدایی شهر همدان 667 نفر به صورت تصادفی خوشهای انتخاب شده و به آزمون محقق ساخته و نیز آزمون هوش چندگانۀ مکنزی (1999) پاسخ دادند. جهت تحلیل دادهها از روشهای همبستگی پیرسون، تحلیل عاملی اکتشافی و تأییدی و تحلیل آلفای کرونباخ استفاده شد. یافته ها: <a name="_Hlk176136159"></a><a name="_Hlk176136133">یافتههای </a>به دست آمده از تحلیل عاملی اکتشافی نشان داد که هوش میان‌فردی از دو عامل توجه به هیجانات دیگران و همدلی تشکیل شده است. نتایج تحلیل عاملی تاییدی نیز ساختار دو عاملی ابزار محقق ساخته را تایید کرد. همچنین روش روایی محتوایی با استفاده از نظر متخصصان 81/0 بدست آمد. همبستگی آزمون محقق ساخته با آزمون هوش میانفردی مکنزی 61/0 به دست آمد (01/0p<). نهایتا آلفای کرونباخ برای کل آزمون 91/0 بدست آمد و برای عامل‌های توجه به هیجانات دیگران 89/0 و همدلی 87/0  به دست آمد. نتیجه گیری: با توجه به یافته‌های پژوهش می‌توان عنوان کرد که پرسشنامه محقق ساخته هوش میانفردی در نمونه کودکان پایه پنجم و ششم ابتدائی از خصوصیات روانسنجی قابل قبولی برخوردار است و متخصصان حوزههای روانشناسی میتوانند از این ابزار در پژوهشهای خود بهره ببرند.</div> <div style="text-align: justify;">Background & Aims: The elementary course is an educational course where characteristics such as curiosity, creativity, interpersonal relationships, artistic and sports talents can be developed at this age (1). In order to develop children's various skills, comprehensive knowledge of children's talents is needed. Based on this, in order to understand the student's abilities, it is also necessary to identify and understand the student's intelligence (2). C, who has a high interpersonal intelligence, can be a very compassionate person with a sense of social responsibility. They are people who can get into other people's minds and recognize their feelings, desires and emotions and look at things from their perspective. This intelligence requires a high ability to recognize facial expressions, voices, gestures and recognition of interpersonal signs and the ability to respond to them (11). In general, it can be said to communicate verbally and non-verbally, in order to understand and understand others, sharing emotions and feelings with others, expressing emotions, interpreting and translating other people's feelings, thoughts and beliefs, as well as encouraging and motivating others, from The main characteristics of interpersonal intelligence are (9). Considering the importance of intelligence and especially interpersonal intelligence and the role that this variable can have in the social future of children, and considering the lack of a reliable measurement tool for interpersonal intelligence for children that fits their cultural and social conditions in Iran. as well, and considering that researches emphasize the necessity of interpersonal intelligence in the primary period and in general individual life, however, there is still no general theoretical consensus about the best tool to measure interpersonal intelligence, researchers seek to answer this There are questions whether the interpersonal intelligence test made for 7-12-year-old children has adequate validity and reliability. Methods: The research method is a description that was done in order to construct and validate the interpersonal intelligence test. The community studied in this research included 4856 fifth and sixth grade children of Hamedan city. Among the people of this community, 340 people for each gender were considered as samples (680 people in total) who were selected by multi-stage cluster method. In the present study, in order to construct a test for interpersonal intelligence, based on what was stated in the definitions of interpersonal intelligence, items related to measuring interpersonal intelligence were designed by adapting the Mackenzie multiple intelligence scale (199). Then, the questions were re-examined from the cultural and social point of view, and only the questions that were culturally and socially appropriate to Iran's conditions were selected or modified based on Iran's cultural conditions, and finally, the initial version containing 24 items was obtained. Answers were set in a 5-point Likert scale from very low (1), low (2), medium (3), high (4), very high (5). In order to check the reliability and validity of the test, at first the test was reviewed by 4 professors of psychology and 2 professors of educational sciences, which led to the removal of 3 inappropriate items from it. The data obtained after the implementation of the questionnaires were analyzed using the statistical method of exploratory and confirmatory factor analysis, Pearson correlation, Cronbach's alpha, standard scores in SPSS software version 27 and confirmatory factor analysis in Lisrel software version 8.8. Results: The findings obtained from the exploratory factor analysis showed that interpersonal intelligence consists of two factors: attention to others' emotions and empathy. The results of the confirmatory factor analysis also confirmed the two-factor structure of the researcher-made instrument. Also, the content validity method was obtained using experts' opinion of 0.81. The correlation of the researcher-made test with the Mackenzie interpersonal intelligence test was 0.61 (p<0.01). Finally, Cronbach's alpha was 0.91 for the whole test and 0.89 and 0.87 for empathy factors were obtained. Conclusion: The results regarding the validity of interpersonal intelligence showed that there were three definable factors that generally explain about 50% of the variance of the construct of interpersonal intelligence. The extracted factors include attention to the mood and emotions of others (12 items) and empathy (11 items). The findings of the confirmatory factor analysis confirmed the results of the exploratory factor analysis of the scale based on the two-factor nature of the interpersonal intelligence test, and the model obtained with The research data had a good fit. Finally, considering that the correlation coefficient between the score of paying attention to the mood and emotions of others, empathy and the overall score of the interpersonal intelligence test with the Mackenzie interpersonal intelligence scale was positive and significant. In this way, it shows that the current scale has good convergent validity. Researches (Patra and Suban, 2018; Okodoba et al., 2021) in this context state that interpersonal intelligence enables people to gain a good understanding of other people's emotions and this helps them even in interpersonal interactions and Group and social activities are more successful. Based on this, identifying and evaluating interpersonal intelligence and strengthening it can be very important in children's social development (14, 24).  The reliability results showed that Cronbach's alpha coefficients for the whole interpersonal intelligence test and for the component of paying attention to other people's mood and emotions and empathy were obtained above 0.70. Correlation coefficients were also obtained by the retest method for the whole scale of 0.73, which shows that the interpersonal intelligence scale has good reliability. From the point of view of Pulivan and Dugart (2017), interpersonal intelligence is the ability to work and cooperate in a group. Interpersonal intelligence increases the ability to understand others and to work and communicate with them. Based on this, in order to develop the ability to understand others, to be responsible for the emotional states and demands of others, it is necessary to develop interpersonal intelligence. In this way, this intelligence can play an important role in the socialization process of children and the development of empathy in them, and the identification of interpersonal intelligence and its evaluation can pave the way for teaching this intelligence in children (9). In line with the explanation regarding the reliability and validity of the interpersonal intelligence scale, knowing the appropriate fields for the development of abilities and being aware of the abilities and limitations can help children acquire the necessary skills to know themselves better and enjoy Provide mental health. In this way, paying attention to interpersonal intelligence and also paying attention to children's differences in this field leads to the necessary conditions to identify their abilities and make better use of their talents. Interpersonal intelligence develops the ability to communicate and interpersonal skills, as well as understanding others and empathy, and the development of this intelligence can be effective on positive collective behaviors and personal and social health of children (9).</div> اعتباریابی, هنجاریابی, کودکان, هوش میان‌فردی Validation, Standardization, Children, Interpersonal Intelligence 1 12 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8271-1&slc_lang=fa&sid=1 Safura Atarod صفورا عطارد 3900319475328460089279 3900319475328460089279 No PhD Student in Educational Psychology, Department of Psychology, Faculty of Humanities, Islamic Azad University, North Tehran Branch, Tehran, Iran دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد تهران شمال، تهران، ایران Khosro Rashid خسرو رشید khosrorashid@yahoo.com 3900319475328460089280 3900319475328460089280 Yes Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran دانشیار، گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران Abolghasem Yaghoobi ابوالقاسم یعقوبی Yaghoobi@basu.ac.ir 3900319475328460089281 3900319475328460089281 No Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran استاد، گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران Ali Hosseinialmadani سید علی حسینی المدنی Hosseini-almadani@iau-tnb.ac.ir 3900319475328460089282 3900319475328460089282 No Assistant Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, North Tehran Branch, Tehran, Iran استادیار، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد تهران شمال، تهران، ایران