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Aliakbari Borovati, Fatemeh, Mohammadi Ahmadabadi, Naser, Sanjari, Shahrzad, Keikha, Alireza, Bameri, Asma, Panahi, Gholamhasan, Mohamadi Soliemani, Mohammadreza. (1403). Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement. سامانه مدیریت نشریات علمی, 16(1), 8-23. doi: 10.30476/ijvlms.2025.105011.1324
Fatemeh Aliakbari Borovati; Naser Mohammadi Ahmadabadi; Shahrzad Sanjari; Alireza Keikha; Asma Bameri; Gholamhasan Panahi; Mohammadreza Mohamadi Soliemani. "Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement". سامانه مدیریت نشریات علمی, 16, 1, 1403, 8-23. doi: 10.30476/ijvlms.2025.105011.1324
Aliakbari Borovati, Fatemeh, Mohammadi Ahmadabadi, Naser, Sanjari, Shahrzad, Keikha, Alireza, Bameri, Asma, Panahi, Gholamhasan, Mohamadi Soliemani, Mohammadreza. (1403). 'Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement', سامانه مدیریت نشریات علمی, 16(1), pp. 8-23. doi: 10.30476/ijvlms.2025.105011.1324
Aliakbari Borovati, Fatemeh, Mohammadi Ahmadabadi, Naser, Sanjari, Shahrzad, Keikha, Alireza, Bameri, Asma, Panahi, Gholamhasan, Mohamadi Soliemani, Mohammadreza. Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement. سامانه مدیریت نشریات علمی, 1403; 16(1): 8-23. doi: 10.30476/ijvlms.2025.105011.1324

Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement

Interdisciplinary Journal of Virtual Learning in Medical Sciences
مقاله 2، دوره 16، شماره 1 - شماره پیاپی 60، خرداد 2025، صفحه 8-23    اصل مقاله (1.26 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/ijvlms.2025.105011.1324
نویسندگان
Fatemeh Aliakbari Borovati1؛ Naser Mohammadi Ahmadabadi* 2؛ Shahrzad Sanjari3، 4؛ Alireza Keikha5؛ Asma Bameri6؛ Gholamhasan Panahi5؛ Mohammadreza Mohamadi Soliemani5
1Higher Education Complex of Bam, Kerman, Iran
2Department of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran
3Geriatric Care Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
4Dept. of Midwifery, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
5Department of Educational Sciences, Farhangian University, Tehran, Iran
6Nusrat Abad Education Department, Zahedan, Iran
چکیده
Background: Academic self-handicapping, as a psychological defense strategy, can lead to reduced academic performance, diminished mental health, and increased stress levels. This study aimed to design and validate a new academic self-handicapping scale tailored for nursing and midwifery students in Iran.
Methods: This mixed-methods exploratory study was conducted in two phases from September 2021 to February 2022 at the nursing and midwifery faculties of 10 medical universities across various cities in Iran. In the qualitative phase, 30 nursing and midwifery students were selected through purposive sampling, and semi-structured interviews were conducted to identify the dimensions of academic self-handicapping. In the cross-sectional quantitative phase, the statistical population consisted of 1,080 students selected through a multi-stage cluster sampling method. Qualitative data were analyzed using thematic analysis, with interviews coded iteratively. Quantitative analysis involved computing Content Validity Ratio (CVR) and Content Validity Index (CVI) for content validity, correlating the new scale with Jones and Rhodewalt's questionnaire (1982) for concurrent validity, and employing Exploratory and Confirmatory Factor Analyses (EFA and CFA) to assess construct validity using SPSS 22 and LISREL 8. Descriptive statistics, Pearson correlation, and Cronbach’s alpha were also calculated to evaluate the reliability.
Results: Content validity was confirmed with high CVR and CVI indices (0.80 to 1.00). The EFA revealed five main dimensions: Academic Motivation and Goals, Anxiety and Worries, Communication and Technological Challenges, Time Management Skills, and Social Support, each consisting of four items, resulting in a total of 20 items. These five dimensions accounted for 63.58% of the data variance. The CFA indicated a good model fit (χ²/df=2.31, RMSEA=0.056, CF=0.94, TLI=0.93, SRMR=0.045). A significant positive correlation (r=0.71, p<0.001) was observed between the new scale and the Jones and Rhodewalt's questionnaire, confirming concurrent validity. Reliability was confirmed with a Cronbach’s alpha coefficient of 0.84 for the total scale ranging from 0.75 to 0.78, indicating strong internal consistency.
Conclusion: The newly developed scale is a valid and reliable tool for assessing self-handicapping behaviors among nursing and midwifery students in Iran's virtual learning environments. It can help identify various dimensions of self-handicapping and support researchers and educational administrators in developing effective interventions and strategies to enhance academic engagement and support students’ mental health.

تازه های تحقیق

Fatemeh Aliakbari Borovati (Google Scholar)

Naser Mohammadi Ahmadabadi (Google Scholar)

کلیدواژه‌ها
Academic Self-Handicapping؛ Scale؛ Students؛ Nursing؛ Midwifery؛ Education؛ Distance
مراجع
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