Journal of Rafsanjan University of Medical Sciences
مجله دانشگاه علوم پزشکی رفسنجان
JRUMS
Medical Sciences
http://journal.rums.ac.ir
69
journal69
1735-3165
2008-7268
10.66224/jrums
fa
jalali
1404
8
1
gregorian
2025
11
1
24
8
online
1
fulltext
fa
بررسی ویژگیهای روانسنجی نسخه کوتاه مقیاس کمالگرایی کودک و نوجوان (CAPS-SF): یک مطالعه توصیفی
Psychometric Properties of a Short Form of the Child–Adolescent Perfectionism Scale (CAPS-SF): A Descriptive Study
روانپزشكي
روانپزشكي
پژوهشي
Research
<span style="font-size:10pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:11.5pt"><span style="font-family:"B Nazanin"">چکیده</span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><a name="_Hlk113374001"><b><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">مقدمه</span></span></span></b></a><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">:</span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">کمالگرایی در کودکان و نوجوانان، بهعنوان یک سازه مهم در سلامت روان، میتواند نتایج مثبت یا منفی به دنبال داشته باشد. این پژوهش با هدف تعیین ویژگیهای روانسنجی نسخه کوتاه مقیاس کمالگرایی کودک و نوجوان (</span></span></span>Short Form of the Child–Adolescent Perfectionism Scale; CAPS-SF<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">) در جمعیت ایران انجام شد تا ابزاری معتبر و کارآمد برای ارزیابی آن فراهم گردد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">مواد و روشها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> در پژوهش توصیفی حاضر، جامعه آماری شامل دانشآموزان پایههای پنجم تا نهم مدارس ارومیه در سال تحصیلی </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">۱۴۰۳-۱۴۰۴</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> بود. نمونه پژوهش متشکل از </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">۲۱۶</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> دانشآموز بود که با استفاده از نمونهگیری تصادفی خوشهای چندمرحلهای انتخاب شدند. برای بررسی روایی همگرا و واگرا از مقیاسهای افسردگی، اضطراب و استرس، پرسشنامه سلامت عمومی و پرسشنامه عزت نفس استفاده شد. پایایی مقیاس با استفاده از آلفای کرونباخ و پایایی بازآزمایی مورد بررسی قرار گرفت و دادهها با تحلیل عاملی تأییدی و ضریب همبستگی </span></span></span>Pearson<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> تحلیل شدند.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">یافتهها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> نتایج نشان داد که پایایی مقیاس مطلوب است. ضریب آلفای کرونباخ برای کل مقیاس 79/0، برای زیرمقیاسهای "کمالگرایی تجویز شده از سوی جامعه" 87/0 و برای "کمالگرایی خودمحور" 89/0 بهدست آمد. همچنین، ضریب پایایی بازآزمایی برای کل مقیاس 83/0 و برای زیرمقیاسها به ترتیب 88/0 و 85/0 گزارش شد که همگی در سطح قابل قبولی قرار داشتند.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">نتیجهگیری:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> یافتهها حاکی از آن بود که نسخه کوتاه مقیاس کمالگرایی کودک و نوجوان، از ساختار عاملی، پایایی و روایی مناسبی در جمعیت دانشآموزان ایرانی برخوردار است و احتمالاً میتواند بهعنوان ابزاری معتبر در پژوهشها و موقعیتهای بالینی مورد استفاده قرار گیرد.</span></span></span></span></span></span></span></span><br>
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" style="position:absolute; left:0; text-align:left; margin-left:20px; margin-top:29px; width:467.05pt; height:41.6pt; z-index:-251653632; v-text-anchor:top"> <w:wrap anchorx="margin"> </w:wrap></v:roundrect><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">واژههای کلیدی:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> کمالگرایی، تکرارپذیری، مطالعه اعتبارسنجی</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">ارجاع:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">حاجلو ن، پورعبدل س، رضوی ل. بررسی ویژگیهای روانسنجی نسخه کوتاه مقیاس کمالگرایی کودک و نوجوان (</span></span></span>CAPS-SF<span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">): یک مطالعه توصیفی. <i>مجله دانشگاه علوم پزشکی رفسنجان</i>، سال 1404، دوره 24، شماره 8، صفحات: </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">758-743.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><span lang="FA" style="font-size:7.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><a name="_Hlk114425361"><b><span style="font-size:9.0pt"><span style="line-height:150%">Background and Objectives: </span></span></b></a><span style="font-size:9.0pt"><span style="line-height:150%">Perfectionism in children and adolescents is a significant construct in mental health that can lead to either positive or negative outcomes. This study aimed to determine the psychometric properties of the Short Form of the Child–Adolescent Perfectionism Scale (CAPS-SF) in the Iranian population, providing a valid and efficient tool for its assessment.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Materials and Methods: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">In the present descriptive study, the statistical population included students from elementary (grades 5 and 6) and middle school (grades 7 to 9) in Urmia during the 2024-2025 academic year. The sample comprised 216 students who were selected using multi-stage cluster sampling. To assess convergent and divergent validity, the Depression, Anxiety, and Stress Scale, the General Health Questionnaire, and the Self-Esteem Questionnaire were used. Scale reliability was evaluated using Cronbach's alpha and test-retest reliability. Data were analyzed via confirmatory factor analysis and Pearson's correlation coefficient.</span></span><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:150%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Results: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">The results showed that the scale had a desirable reliability. The Cronbach's alpha coefficient was 0.79 for the total scale, and 0.87 and 0.89 for the subscales of "Socially Prescribed Perfectionism" and "Self-Oriented Perfectionism," respectively. The test-retest reliability coefficient was also 0.83 for the total scale and 0.88 and 0.85 for the subscales, all of which were at an acceptable level.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Conclusion: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">The findings suggest that the short form of the Child–Adolescent Perfectionism Scale possesses appropriate factor structure, reliability, and validity within the Iranian student population. Thus, it can be used as a valid tool in both research and clinical settings.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Keywords: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Perfectionism, Reproducibility, Validation study</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span style="font-size:9.0pt"><span style="line-height:150%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Funding: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">This study was funded by the Vice-Chancellor for Research and Technology of University of Mohaghegh Ardabili.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Conflict of interest: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">None declared.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Ethical considerations: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">The Ethics Committee of University of Mohaghegh Ardabili approved the study (IR.UMA.REC.1404.018).</span></span><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:150%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Authors’ contributions:</span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Conceptualization: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Nader Hajloo</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Methodology: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Nader Hajloo, Saeed Pourabdol</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Data collection: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Laya Razavi, Saeed Pourabdol</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Formal analysis: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Saeed Pourabdol</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Supervision: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Nader Hajloo</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Project administration: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Nader Hajloo, Saeed Pourabdol</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Writing – original draft: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Laya Razavi</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:120%">- Writing – review & editing: </span></span></b><span style="font-size:9.0pt"><span style="line-height:120%">Saeed Pourabdol</span></span><span style="font-size:9.0pt"><span style="line-height:120%"></span></span></span></span></span></span></span><br>
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<div><span style="font-size:10pt"><span style="line-height:150%"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:150%">Citation:</span></span></b><span style="font-size:8.0pt"><span style="line-height:150%"> Hajloo N, Pourabdol S, Razavi L. Psychometric Properties of a Short Form of the Child–Adolescent Perfectionism Scale (CAPS-SF): A Descriptive Study</span></span><span style="font-size:8.0pt"><span style="line-height:150%">. <i>J Rafsanjan</i> <i>Univ Med Sci</i> 2025; 24 (8): 743-58. [Farsi]</span></span><span style="font-size:8.0pt"><span style="line-height:150%"></span></span></span></span></span></div>
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<span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span dir="RTL" lang="FA" style="font-size:11.0pt"><span style="line-height:135%"></span></span></span></span></span></span></span><br>
کمالگرایی, تکرارپذیری, مطالعه اعتبارسنجی
Perfectionism, Reproducibility, Validation study
743
758
http://journal.rums.ac.ir/browse.php?a_code=A-10-7132-1&slc_lang=fa&sid=1
Nader
Hajloo
نادر
حاجلو
hajloo53@uma.ac.ir
6900319475328460061847
6900319475328460061847
Yes
University of Mohaghegh Ardabili
دانشگاه محقق اردبیلی
Saeed
Pourabdol
سعید
پورعبدل
6900319475328460061848
6900319475328460061848
No
Urmia University
دانشگاه ارومیه
Laya
Razavi
لعیا
رضوی
6900319475328460061849
6900319475328460061849
No
Iran University of Medical Sciences
دانشگاه علوم پزشکی ایران