الصدق البنائي لمقياس الاستراتيجيات الوجدانية في عمليات التعلم لدى طلبة الجامعة

Abstract EN

This study aims to identify the Construct Validity of the Affective Strategies in the learning process scale, (Villardon-Gallego & Yaniz, 2014).

The sample consisted of 250 male and female graduate students in the faculty of Education in King Saud University.

Some statistical methods were used : exploratory factor analysis-confirmatory factor analysis-Pearson correlation coefficient-Cronbach’s alpha-T-test-One-way ANOVA.

Results showed acceptable indicators of construct validity of the scale that can be summarized in : Saturation of the scale items to five factors : avoidance of effort, social image, external control of anxiety, intrinsic motivation, and internal control of anxiety.

Saturation of the five factors on one latent factor is the Affective strategiesSignificant differences were found among males and females students in all strategies Except the strategy of avoiding effort came in the direction of students.

Significant differences impact of grade point Average GPA on Affective strategies in learning pProcesses.

A high degree of internal consistency of scale was achieved using (correlation coefficients and Cronbach’s Alpha coefficient).

Results indicate the validity of the scale for using in the Arab environment, the researcher recommended further research on the scale using different samples and comparing Affective strategies through educational stages and various specialties.