هنجاریابی مقیاس اعتماد/بی اعتمادی/زودباوری معرفتی در جمعیت نوجوانان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
اعتماد معرفتی به معنی معتبر و متناسب دانستن اطلاعاتی است که از سمت دیگران می آید و با عوامل آسیب شناسی و درمانی روابطی دارد. هدف پژوهش حاضر بررسی پایایی، ساختار عاملی پرسشنامه اعتماد/بی اعتمادی/اعتبار معرفتی و روایی همگرا و واگرای این مقیاس از طریق رابطه بین نمرات EMTCQ (برای مثال، موضع معرفتی یک فرد) و دلبستگی، عملکرد انعکاسی، امنیت روانی و خودکارآمدی عمومی در دو مطالعه بود. در مطالعه اول، تعداد 510 آزمودنی و در مطالعه دوم، تعداد 310 آزمودنی شامل گروه سنی 14 تا 63ساله به روش نمونه گیری گلوله برفی انتخاب شدند. آزمودنی های مطالعه اول در پلت فرم آنلاین پرسآل به پرسش های مقیاس EMCTQ و ویژگی های جمعیت شناختی (سن، جنس، سطح تحصیلات) و در مطالعه دوم، به پرسش های مقیاس EMCTQ و دلبستگی، عملکرد انعکاسی، امنیت روانی و خودکارآمدی عمومی پاسخ دادند. نتایج این مطالعه نشان داد مدل سه عاملی اعتماد/بی اعتمادی/اعتبار معرفتی در تحلیل عاملی اکتشافی و همچنین تأییدی، از برازش مطلوب برخوردار است. ضریب آلفای کرونباخ بیشتر از 70/0 و در حد رضایت بخش بود. ضریب بازآزمایی این پرسشنامه پس از سه ماه فاصله زمانی بین 69/0 تا 80/0 بود. بررسی ضرایب همبستگی نشان داد نمرات اعتماد/بی اعتمادی/اعتبار معرفتی با عملکرد انعکاسی و خودکارآمدی عمومی رابطه ای مثبت و معنادار دارند. این رابطه بیانگر اعتبار همگرا مقیاس است. ساختار عاملی، اعتبار و پایایی پرسشنامه اعتماد/بی اعتمادی/اعتبار معرفتی برای کاربردهای پژوهشی و تشخیص های بالینی در حد قابل قبول هستند و می توان گفت پرسشنامه یادشده ابزاری مفید و معتبر برای انجام پژوهش های مرتبط با اعتماد معرفتی در حوزه های مختلف رابطه است.Standardization of epistemic trust/mistrust/credulity questionnaire: Examining validity and reliability among adolescents Standardization of ETMCQ among adolescents
Epistemic trust means validating and fitting information that comes from others and has relationships with pathological and therapeutic factors. Therefore, the aim of this study was to investigate the psychometric properties of the Persian version of the Trust/Distrust/Epistemic Validity Questionnaire (ETMCQ) in the general population. In the first study, 510 Participants, and in the second one, 310 Participants aged 14 to 63 years old were selected by snowball sampling. The Participants of the first study answered the EMCTQ scale and demographic characteristics (age, gender, level of education) on the online platform of Porsal, and in the second study, they answered the EMCTQ and attachment scale, reflective performance, psychological safety, and general self-efficacy. The results of this study showed that the three-factor model of trust/mistrust/credulity in exploratory factor analysis and confirmation has a favorable fit. Cronbach's alpha coefficient was higher than 0.70 and was satisfactory; The test-retest coefficient of this questionnaire after three months intervals was 0.69 to 0.80. Correlation coefficients showed that scores of confidence/distrust/epistemic validity have a positive and significant relationship with general self-efficacy and reflexive performance. This relationship represents the convergent validity of the scale. The factor structure, reliability, and reliability of the epistemic trust/mistrust/credulity questionnaire for research applications and clinical diagnosis are acceptable and it can be said that the questionnaire is a useful and valid tool for conducting research related to epistemic trust in different areas of the relationship.IntroductionOne of the prerequisites for optimal interpersonal functioning is the capacity for mentalization (Fonagy et al., 1991; Frith, 1989) , which is closely related to concepts such as emotion recognition and trust (Bateman & Fonagy, 2016) . In recent years, Fonagy and Allison (2014), drawing on the findings of the Natural Knowledge Transfer Theory by Csibra and Gergely (2009) and the concept of Epistemic vigilance (Sperber et al., 2010), defined a construct called "epistemic trust," which is considered the core mechanism for the transfer of interpersonal information and is closely linked to attachment (Fonagy & Allison, 2014). The lack of epistemic trust leads to difficulties in mentalization and an inability to learn from others in an interpersonal context (Campbell et al., 2021). Epistemic trust means considering information received from others as meaningful, relevant to oneself, and generalizable to other situations (Campbell et al., 2021). Given the importance of cognitive trust in pathology and treatment and the lack of a standardized empirical tool in Iran, the standardization of this scale in the Iranian adolescent population could contribute to future research in this area. methodThe research population consisted of all adolescents with borderline personality traits in Shiraz City, both male and female, aged between 14 and 23 years. Participants were selected through snowball sampling method. The questionnaire link was sent to 310 students via mobile phone. Then the collected data were analyzed in SPSS 22 software.Before the implementation, the Epistemic Trust Mistrust Credulity Questionnaire was translated into Persian by the authors and then independently translated back into English by a separate translator. No significant qualitative differences were observed between the two English versions. Data were then collected through the Porsall platform (https://panel.porsall.com/Research/MyResearches). In the first part of the study, participants were asked to complete the EMCTQ questionnaire along with social-demographic questions (age, gender, education level). In the second part, additional self-report scales were administered to examine the relationship between ETMCQ scores and reflective performance, experiences of close relationships (attachment), childhood trauma, and general self-efficacy.This study used the Reflective Functioning Questionnaire (RFQ), Adult Attachment Styles Questionnaire, General Self-Efficacy Questionnaire, and Childhood Trauma Questionnaire (CTQ). ResultsIn phase one, 530 participants responded to the ETMCQ questionnaire (Study 1, n = 530), consisting of 273 women (51.51%) and 257 men (48.5%), with ages ranging from 14 to 62 years (M = 26.47, SD = 12.88). After conducting exploratory factor analysis, three factors were extracted from the entire questionnaire, which explained 50.65% of the total variance of the scale. The eigenvalues for the factors of gullibility, trust, and distrust were 4.04, 3.59, and 2.19, respectively.In phase two, 310 participants, aged between 14-23 years (89 participants, 28.7%, were between 14-18 years), participated, with 151 male participants (48.7%) and 159 female participants (51.3%). Examining the three-factor structure of the Epistemic Trust Questionnaire, confirmatory factor analysis was performed, with results shown in the table below.The value of X2/df and RMSEA indices are 86.2 and 0.078 respectively. Internal consistency results, using Cronbach's alpha method, were as follows: for the subscales of trust, mistrust, and credulity, the values were 0.97, 0.96, and 0.96, respectively, indicating good reliability of the instrument. DiscussionThe results of the study indicate that with higher educational levels, epistemic credulity decreases. This may be due to the reinforcement and teaching of critical thinking in higher education, as well as the reduction of mental health symptoms in older age groups (Steptoe et al., 2015). There was no significant difference in epistemic trust between men and women, which may suggest that gender does not have an impact on cognitive positioning (Liotti et al., 2021) .Epistemic trust has a positive and significant relationship with self-efficacy and reflective performance. This significance is rooted in the close connection between epistemic trust and mentalization, as confirmed in previous studies (Fonagy et al., 2018; Jurist, 2018; Jurist, 2005; Jurist et al., 2008). The positive relationship between epistemic trust and general self-efficacy originates from an individual's ability to acquire information in interpersonal relationships, particularly when their epistemic trust is high (Bateman & Fonagy, 2008; Campbell et al., 2021; Fonagy et al., 2018). Additionally, epistemic trust has a negative and significant relationship with childhood trauma, low mentalization, and (Liotti, 2019) insecure attachment (P < 0.05).A negative and significant relationship exists between epistemic mistrust and both self-efficacy and reflective performance, while epistemic mistrust has a positive and significant relationship with childhood trauma and insecure attachment. When individuals experience difficulty in their childhood, they tend to struggle with trusting others (Knox, 2016; Luyten et al., 2020) .They may also find it hard to reduce their epistemic vigilance and view others as supportive (Liotti, 2019; Liotti et al., 2021; Oehlman Forbes et al., 2021). Anxious and ambivalent attachment styles are significant factors contributing to disrupted trust in relationships and are positively correlated with epistemic mistrust. That is because, theoretically, individuals with damaged attachment styles are less reliant on others, rigid, and inflexible, which reduces their capacity for acquiring new information (Bateman & Fonagy, 2008; Fonagy et al., 2017; Fonagy et al., 2018).Epistemic credulity decreases with increasing educational levels, which is attributed to the enhancement of critical thinking in higher education (Campbell et al., 2021). Epistemic credulity has a positive and significant relationship with childhood trauma and insecure attachment, which is theoretically justified by the close link between the domains of attachment and epistemic trust (Bo et al., 2017; Campbell et al., 2021; Koenig & Harris, 2007). Epistemic credulity and epistemic mistrust have a positive relationship with insecure attachment (Bo et al., 2017). The negative relationship between epistemic credulity and self-efficacy arises from the fact that individuals with lower self-efficacy tend to have less agency, trust others' opinions and the analyses of situations more, and overlook their own agency when analyzing issues (Sherer et al., 1982).
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