نمونه ترجمه تخصصی روایابی درباره اعتباریابی و روانسنجی پرسشنامه تعامل بین استاد راهنما و دانشجو

Validation and psychometrics of the questionnaire on supervisor-doctoral student interaction )

Throughout the course of study, students need education advices to actualize their potentials and avoid educational problems [1]. The student-advisor relation is one of the key aspects of higher education programs and research courses in particular [2]. Advising professors might undertake different roles such as a trainer, educator, friend, colleague, role model, and mentor. These roles are fulfilled through trust and mutual relationship between the student and advising professor [3]. An efficient relationship between the student and advisor leads to a higher educational performance and more efficient learning process [4]. Positive outcomes are expected out of such relationship such as a higher self-confidence, learning motivation, and improvement of professional skills in students, positive learning experience [5], less fear and anxiety in students, lower risk of educational failure, and better provision of support to the student [4]. One of the key responsibilities of higher education students that requires interaction with advisor is dissertation writing [6]. Composing dissertation is the last stage in MSc and PhD programs that should be conducted under supervision of an advising processor and a supervisor [7]. Success of research projects highly depends on the interaction between the student and advisor [8]. Therefore, advising professor plays a key role as the guide for the students throughout the program. In the case of an efficient and positive relationship between advisor and student, the advisor’s role can be fulfilled in the best way possible [9]. A positive relationship between the advisor and students is featured with respect, trust, and a low level of interpersonal conflicts [10]. Therefore, ability to create an efficient relationship is one of the dominant characteristics of an advisor [11]. Failure to form a decent relationship between advisor and student leads to problems for the student, instructors, and higher education system in return [3]. Therefore, a proper interaction between the advisor and student has a notable effect on the quality of dissertation and students’ satisfaction [12]. Among the elements of quality of dissertation, some believe, that the student-advisor interaction is one of the most important [3]. This relation is one of the most important factors in the quality of higher education programs [13]. There are several tools to examine the interactions between professors and students [14-16]. The questionnaire on supervisor-doctoral student interaction (QSDI) by Mainhard is one of these tools. The tool has 41 items designed based on Likert’s five-point scale with eight aspects viz. leadership, helping/friendly, understanding, responsibility/freedom, uncertain, dissatisfied, admonishing, and stricture [15]. A short examination of the tool revealed that it perfectly examines the student-advisor interaction in different fields. Given the absence of a reliable tool for this purpose in Iran, the present study is an attempt to validate and measure psychometrics of QSDI for higher education students in Iran.