Fatemeh Gholipour; Zahra Tabibi; Hossein Kareshki
Abstract
The present study aims to evaluate the psychometric properties of the Persian version of the PERMA-profiler in students. The research is descriptive correlational and applied. The statistical population of the study was university students of different educational levels with Internet access in academic ...
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The present study aims to evaluate the psychometric properties of the Persian version of the PERMA-profiler in students. The research is descriptive correlational and applied. The statistical population of the study was university students of different educational levels with Internet access in academic year of 2019-2020, the sample size was 568 (385 females, 183 males) and the sampling method was convenience sampling. The research instruments were PERMA-profiler, Ryff's Scales of Psychological Well-being (RSPWB-18), Satisfaction with Life Scale (SWLS) and Depression, Anxiety, and Stress Scales (DASS-21). First, the questionnaire was translated and its content and face validity were examined. Data was collected by an online questionnaire. Construct validity was assessed by CFA and the 5-factor structure of the questionnaire was confirmed. The correlation of the questionnaire with RSPWB-18, SWLS, and DASS-21, indicated the appropriate convergent and divergent validity of the construct. The internal consistency of the instrument with Cronbach's alpha and Guttmann coefficients was evaluated suitable for the subscales and the total score (0.66 to 0.95), and the test-retest with high coefficients (0.74 to 0.86) showed the stability of the instrument. Finally, based on the results of this study, PERMA-profiler has good validity and reliability for use in the student community.
ZOHREH MOOSAZADEH; siyamak tahmasebi; habib Masudi Farid
Abstract
هدف: هدف از انجام این پژوهش بررسی ویژگی های روانسنجی پرسشنامه سلامت معنوی در مربیان مهدهای کودک شهر تهران بود. مواد و روش: روش پژوهش توصیفی بود. جامعه آماری این پژوهش مربیان ...
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هدف: هدف از انجام این پژوهش بررسی ویژگی های روانسنجی پرسشنامه سلامت معنوی در مربیان مهدهای کودک شهر تهران بود. مواد و روش: روش پژوهش توصیفی بود. جامعه آماری این پژوهش مربیان مهدکودک های شهر تهران در سال 1396 بودند که به پرسشنامه سلامت روان مبتنی بر آموزه های اسلامی(ابوالمعالی و موسی زاده، 1394) پاسخ دادند. روش انتخاب نمونه سهمیه ای تصادفی بود که در آن از مناطق شمیرانات، شهر ری و مرکز تهران تعداد 1100مربی به تصادف انتخاب شدند. یافته ها: روایی سازه مقیاس به روش تحلیل عاملی اکتشافی بررسی شد. نتایج نشان داد که مقیاس سلامت روان از دو عامل ایمان به خدا و خودکنترلی تشکیل شده است و این دو عامل 56/44 درصد از واریانس کل مقیاس را تبیین کردند. اعتبار مقیاس به روش همسانی درونی بررسی شد و ضرایب آلفای کرونباخ برای دو عامل 94/0 و 69/0 به دست آمد. نتیجه گیری : مقیاس سلامت روان مبتنی بر آموزه های اسلامی از روایی و اعتبار قابل قبولی برخوردار است و ابزار سودمندی برای سنجش سلامت معنوی مربیان مهدهای کودک می باشد.
Shirin Kooshki; Aazam Shavandi
Abstract
The purpose of this study was to evaluate the psychometric properties of the Metacognitive Awareness Inventory and its relationship to Achievement Goals between female’s secondary school students in Shahriyar city. From statistical population consisted of 10500 high school female students of Shahriyar ...
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The purpose of this study was to evaluate the psychometric properties of the Metacognitive Awareness Inventory and its relationship to Achievement Goals between female’s secondary school students in Shahriyar city. From statistical population consisted of 10500 high school female students of Shahriyar Secondary Schools in 97-98 academic year with a sample size of 561 by multistage random sampling and responded to the Schraw and Dennison (1994) meta-cognitive awareness questionnaire and the Elliot and McGregor (2004) achievement goals questionnaire. To evaluate the reliability of the metacognitive awareness questionnaire, using a T-test method on 53 subjects over two three-week intervals, the coefficient α = 0.79 for the whole questionnaire and α = 0.82 for the scales and subscales. It was achieved to indicate the characteristic of test stability over time. In addition, the results of the validity of the questionnaire with Cronbach's alpha method on a sample of 561 individuals, for the whole questionnaire was α = 0.82 and for the subscales and scales α = 0.84 indicating internal consistency of the question. Eight factors were obtained to investigate the construct validity using exploratory factor analysis, consequently confirmatory factor analysis, it was found that the instrument had an acceptable fit. In order to investigate convergent validity, the factors obtained from exploratory factor analysis were analyzed. The results show that the factors of the questionnaire have good convergent validity, that is, they measure what they need to measure. Concurrent validity confirmed the correlation between the metacognitive awareness questionnaire and achievement goals.
Hasan Jafari; Samaneh Mohamadpour; EzatAllah Ghadampoor; moslem ghbadian
Abstract
Diagnosing and assessing of psychological maltreatment is a critical and difficult process in clinical and educational psychology, because this phenomenon has numerous negative behavioral and psychological consequences on victims. The aim of present study was investigate psychometric properties of psychological ...
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Diagnosing and assessing of psychological maltreatment is a critical and difficult process in clinical and educational psychology, because this phenomenon has numerous negative behavioral and psychological consequences on victims. The aim of present study was investigate psychometric properties of psychological maltreatment inventor. This research was a cross-sectional descriptive study. In this study, 300 patients with major depression disorder attending to Sediq Psychiatry Center in Lorestan Province were selected by convenience sampling in November to February 2013. Data was collected using a demographic questionnaire, Psychological maltreatment Inventory (AMI-24) and child abuse self-report scale. Confirmatory factor analysis in principal component method was used for data analysis. The results showed that psychological maltreatment inventor has sufficiently reliability and validity. Also, factor analysis showed that 23 items and 5 factors were best question for assessing psychological maltreatment. Thus, Considering that psychological maltreatment inventor is an appropriate instrument for assessing and measuring psychological maltreatment during childhood are recommended using of this inventory for epidemiological research on psychological maltreatment during childhood and clinical screening.
somayeh jamali paghal'e; ahmad abedi
Abstract
Objective: The present paper aims at investigating psychometric properties of Social Emotional Learning Scale (SELS) among a sample of 4th and 5th grade Iranian male students. Statistical Population: The statistical population consisted of all 4th and 5th grade male students of elementary schools who ...
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Objective: The present paper aims at investigating psychometric properties of Social Emotional Learning Scale (SELS) among a sample of 4th and 5th grade Iranian male students. Statistical Population: The statistical population consisted of all 4th and 5th grade male students of elementary schools who studied in schools of Isfahan during the school year 2010-2011. To do so, 380 students of Isfahan elementary schools were selected using multistage random cluster sampling method and were asked to fill out social emotional learning questionnaire. The SELS is a self-report questionnaire made up of 20 items, which assesses three criteria: self-regulation (SR), peer relationships (PR), and task articulation (TA). The data were analyzed using confirmatory factor analysis. Results: Cronbach’s alpha coefficient for the total scale and its subscales were 0.85 (total), 0.71 (SR), 0.83 (PR) and 0.79 (TA). The confirmatory factor analysis also confirmed the accuracy of the three factors (task articulation (TA), peer relationships (PR), and selfregulation (SR)). The results suggested that SELS is a three-factor, reliable tool for assessing and evaluating dimensions of social emotional learning among elementary students.
