أثر دلالة المعنى لطرفي تدريج ليكرت و ترتيب المفردات في ضوء اتجاهها الموجب و السالب في الخصائص السيكومترية للمقياس النفسي و أداء الطلاب عليه و افتراضات التحليل الإحصائي لبياناته

الملخص EN

The current research aims to identify the Impact the semantic of the meaning for both sides of the Likert scale, Items order in light of its positive and negative direction in psychometric properties of psychological scale, students' performance on it and the assumptions of the statistical analysis of its data.

To achieve the research aim, the researcher relied on the Rosenberg self-esteem scale (1965) which was Arabized by Abdul Karim Jaradat (2006), then the researcher selected two basic samples: The first basic sample consisted of (300 male and female students), The second basic sample consisted of (259 male and female students), and then applied the self-esteem scale the original version in addition to three suggested versions of it, different in the semantic of the meaning for both sides of the Likert scale On the first basic sample, then applied the self-esteem scale The original version with random order in addition to three suggested images different in the order of the items in terms of the direction of the item (positive and negative) On the second basic sample of research.

The research has reached many findings, including: (1) The difference in students performance on the self-esteem scale as a result of the difference in the semantic of the meaning for both sides of the Likert scale, (2) The difference of Items order of the self esteem scale in light of item direction (positive and negative) did not affect the students performance on it, (3) The difference in The value of the discriminant validity coefficient of the self-esteem scale from one image to another as a result of the difference in the semantic of the meaning for both sides of the Likert scale, (4) The difference in The results of the exploratory factor analysis of the self-esteem scale from one image to another as a result of the difference in the semantic of the meaning for both sides of the Likert scale, (5) The difference in both: the items standard regression coefficients (saturation), quality indicators of conformity from one image to another due to the difference in the semantic of the meaning for both sides of the Likert scale, (6) The difference in Alpha- Cronbach reliability coefficient value for the stability of students ’performance on the scale from one image to another due to the difference in the semantic of the meaning for both sides of the Likert scale, (7) The difference in the semantic of the meaning for both sides of the Likert scale did not affect on the normal distribution of the groups and cells of the two-way factor analysis of variance, (8) The difference of homogeneity between the groups and cells of the two-way factor analysis of variance due to the difference in the semantic of the meaning for both sides of the Likert scale, (9) The difference of Items order of the self-esteem scale from one image to another led to a difference in the value of the discriminant validity coefficient, (10) The difference of Items order of the self-esteem scale led to differences in results of the exploratory factor analysis of the self-esteem scale from one version to another, (11) The difference of Items order of the self-esteem scale led to differences in the items standard regression coefficients (saturation), quality indicators of conformity from one image to another, (12) The difference in Alpha- Cronbak reliability coefficient value for the stability of students ’performance on the scale from one image to another due to the difference in Items order of the self-esteem scale, (13) The difference in items order did not affect the normal distribution and the homogeneity of the groups and cells of the two-way factor analysis of variance, in light of these results the researcher presented several recommendations.