seyedeh khadijeh Amirian; Mansoure Hajhosseini; Mina Nezami; Simin Ebrahimi
Abstract
The aim of this study was to validate the scale of student discussion engagement among students of the University of Tehran. The scale of student discussion engagement conceptualizes discussion in the form of a group question and answer that requires an understanding of the overall atmosphere of a class ...
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The aim of this study was to validate the scale of student discussion engagement among students of the University of Tehran. The scale of student discussion engagement conceptualizes discussion in the form of a group question and answer that requires an understanding of the overall atmosphere of a class and the participation of individuals who promote the engagement of others. This scale measures the behavior and experiences of classmates in the four dimensions of measuring skills, self-confidence, openness to discussion, and perception of the overall atmosphere of the classroom. Participants were 403 students of the University of Tehran in different stages who were selected by random sampling. Participants responded to questionnaires on discussion engagement, academic engagement, general self-efficacy (GSES), and the classroom learning environment (CLC) provided online. Data were analyzed in several steps including item analysis, exploratory factor analysis, confirmatory factor analysis, convergent validity, divergent validity and reliability. The results of item analysis showed that all items have the necessary adequacy in terms of descriptive criteria. In exploratory factor analysis, deleting two items and re-analyzing the remaining items led to the identification of four factors. Confirmatory factor analysis also confirmed the factor structure identified in the exploratory factor analysis. Evidence showed that the scale student discussion engagement has convergent validity, divergent validity and good reliability.
Ladan Araghi; Azadeh Taheri; zahra joz ramazani; afrooz abas pour; Mohammad Hossien Zarghami
Abstract
Abstract: The foundation of network data analysis in psychometrics rests on particular theory, special ontological assumptions and particular methodology. Therefore it is possible to call network analysis as an independent paradigm with given techniques for data gathering and data analysis. This study ...
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Abstract: The foundation of network data analysis in psychometrics rests on particular theory, special ontological assumptions and particular methodology. Therefore it is possible to call network analysis as an independent paradigm with given techniques for data gathering and data analysis. This study introduces the analysis of network data as a psychometric-mathematical technique, and its use in questionnaire item analysis. To achieve this goal, data gathered from implementation of a self-made questionnaire on 1000 Tehran's high school students. The questionnaire was made based on occupational-personality Holland theory. Researchers analyzed questionnaire’s items according to conventional methods (classical test theory, item response theory and factor analysis) and proposed method (network data analysis). Comparison of the results shows that a complete conformity between conventional methods final outputs and the outputs from network data analysis. Therefore, psychometricians can use network data analysis independently or alongside conventional methods to analyze questionnaires items. Advantages of such a method are simplicity, accuracy, being virtually and integrity.
