Psychometric Assessment of the Persian Version of Ethical and Legal Issues in Counseling Self-Efficacy Scale (ELICSES)
محل انتشار: فصلنامه مشاوره پیشگیرانه، دوره: 5، شماره: 2
سال انتشار: 1403
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 217
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شناسه ملی سند علمی:
JR_JPC-5-2_001
تاریخ نمایه سازی: 20 خرداد 1403
چکیده مقاله:
The Ethical and Legal Issues Self-Efficacy in Counseling (ELICSES) has been developed to evaluate counselors and psychologists' self-efficacy in ethical and legal issues. Psychometric properties of the ELICSES in Iranian counselors and psychologists remain a largely unexplored realm. The present study, therefore, seeks to translate the scale from English to Persian while also to investigate the psychometric properties of the Persian version of the ELICSES. Online sampling was utilized to collect data from four hundred and forty-seven counselors, psychologists and trainees who participated in the study. Ethical and Legal Issues in Counseling Self-Efficacy Scale and Marlowe–Crowne Social Desirability Scale were used in the study. The results of face (all items earned greater than ۱.۵ except one item (۱.۲)), content (overall CVI > ۰.۷۹, CVR > ۰.۶۲), and construct validity (CMIN=۳.۶۵, CFI=۰.۹۲۲, RMSE=۰.۴۵; also AVE> .۵ and CR> .۷) indicated that the ELICSES held appropriate validity and reliability. The results of the confirmatory factor analysis confirm the three factors of the ELICSES among Iranian counselors, psychologists and trainees. These results suggested the validity and reliability of the ELICSES in evaluating self-efficacy when it comes to ethical and legal issues among Iranian counselors, psychologists and trainees.
کلیدواژه ها:
نویسندگان
Hannaneh Panahipour
Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
simin Hosseinian
Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
abbas abdollahi
Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
Sana Panahipour
Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran