ویژگی های روان سنجی پرسشنامه سواد دیجیتال برای دانشجویان دوره کارشناسی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
سواد دیجیتال یکی از مهم ترین مهارت های قرن 21 است و مجهز شدن به آن یکی از ضرورت های زندگی امروزی به شمار می رود. به منظور آگاهی از وضعیت سواد دیجیتال دانشجویان، استفاده از یک ابزار معتبر و به روز لازم است. مرور پیشینه داخلی در حوزه ابزارهای اندازه گیری این مهارت حاکی از آن بود که ابزارهای مورد استفاده در پژوهش های داخلی متناسب با تغییرات سریع مفهوم سواد دیجیتال نیست. بنابراین، این پژوهش با هدف بومی سازی یک ابزار نوین در این زمینه به دنبال شناسایی ویژگی های روان سنجی پرسشنامه سواد دیجیتال Veda et al. (2022) در میان دانشجویان ایرانی انجام شد. جامعه آماری این پژوهش شامل 383 نفر دانشجوی مقطع کارشناسی دانشگاه های دولتی شهر تهران بود. در بررسی ویژگی های روان سنجی ابزار، ابتدا این پرسشنامه ترجمه و تغییرات لازم برای متناسب سازی اعمال شد. سپس پرسشنامه برای متخصصان حوزه ارسال و روایی محتوایی به روش «لاوشه» تعیین شد. نتایج روایی محتوایی قابل قبول بود. به منظور بررسی روایی همگرایی، همبستگی ابزارِ مورد نظر با مقیاس سواد دیجیتال «رضایی» (1400)، 7/0 به دست آمد که معنادار بود. نتایج تحلیل عاملی تأییدی چند-مؤلفه ای نیز برازندگی مدل و ساختار روابط درونی گویه ها را تأیید کرد (RMSEA = 0.061, GFI= 0.796, CFI= 0.872, TLI= 859, CMIN/DF= 2.404). افزون بر این، پایایی ابزار نیز به کمک ضرایب آلفای کرونباخ و امگا مک دونالد محاسبه و در همه مؤلفه های پرسشنامه، مقادیر این دو ضریب قابل قبول بود. با توجه به نتایج تحلیل ها، نسخه فارسی پرسشنامه سواد دیجیتال Veda et al. (2022) برای سنجش سواد دیجیتال دانشجویان ایرانی مناسب است.Psychometric Properties of the Digital Literacy Questionnaire for Undergraduate Students
Digital literacy is one of the most important skills of the 21st century, and being equipped with it, is one of the necessities of modern life. For this reason, empowering students to acquire this skill is very important in higher education systems today. Thus, the first step in improving students’ digital literacy is to be aware of their current situation in the field of digital literacy by using a reliable and up-to-date tool. The review of the literature in the field of measuring digital literacy skill indicated that the tools applied for measuring digital literacy of Iranian undergraduate students were not suitable for the rapid and deep changes in the area of digital literacy. Furthermore, important components such as problem solving and creativity were not incorporated in the localized tools in Iran. So, the purpose of this research was to investigate the psychometric characteristics of the six components questionnaire of digital literacy by Veda et al. (2022) among Iranian students. The statistical population of the research was made up of all undergraduate students of public universities in Tehran. Among these universities, three universities were randomly selected and then two faculties from each university and four classes from each faculty were randomly selected. In total, 383 undergraduate students participated in this research. In examining the psychometric properties of the tool, first of all, the questionnaire was translated into Persian by three translators fluent in English. The questionnaire was sent to 8 experts in the field of computer science and informational science, and its content validity was determined by the Lavshe method. The values of the content validity ratio for all the items were more than 0.75, which showed that the This study focuses on the role of perceived benefits and risks, along with their dimensions, in influencing users’ intentions to seek and share health information through social networks. The research employed a correlation-based applied survey method. The statistical population for this study included all students at the University of Tehran, with a determined sample size of 382. A total of 364 questionnaires were returned and analyzed using SPSS and LISREL. The results of the Structural Equation Modeling analysis indicated that nine hypotheses were confirmed while four were rejected. Overall, the findings revealed that perceived usefulness, credibility, and emotional support related positively to perceived benefits. However, no relationship was found between informational support and perceived benefits. Additionally, privacy concerns, time commitment, and psychological risk were positively associated with perceived risk. Conversely, no relationship were observed between mental intangibility or social risk and perceived risk. Furthermore, perceived benefits were positively related to the intention to seek and share health information, while perceived risk was negatively related only to the intention to seek health information.
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