Ethics in Research
gholam hoseyn
heydari
هیئت علمی دانشگاه علامه طباطبای
author
text
article
2010
per
A fter compiling research problem and formulating hypotheses,the researcher gets ready for developing his or her research program. This allows the researcher how to gether the needed data, how to analyse data and finally how to answer the research questions. In addition to thses, one of the issues which the researcher should thak it into account is ethics in research. Since it is very important to conside the ethical issues in every research, the present paper aims to refer to and explain ethical issues and give some practical suggests in this regards.
Quarterly of Educational Measurement
Allameh Tabataba’i University
2252-004X
1
v.
2
no.
2010
1
20
http://jem.atu.ac.ir/article_5630_c57305103fb7b29388ee84c444d0b6ab.pdf
Psychometric properties of a Persian version of the short form of health anxiety inventory in non-clinical Iranian populations
saeedeh
panahi
دانشجوی دانشگاه علامه طباطبایی
author
mohammad ali
asghari moghadam
هیئت علمی دانشگاه علامه طباطبایی
author
mohamad reza
shaeeri
هیئت علمی دانشگاه علامه طباطبایی
author
somayeh
eghtedar nejhad
دانشجوی دانشگاه علامه طباطبایی
author
text
article
2010
per
This paper examines the psychometric properties of a Persian version of the Short form of Health Anxiety Inventory (F- SHAI) among non-clinical Iranian population. After translation of the SHAI from English into Persian and pilot testing, the following steps were taken: first, the F-SHAI was administered to 519 healthy students or employees from a number of universities in Tehran. The results of principal component analysis with Varimax rotation showed that three factors best explained the F-SHAI structure amongst the study sample. These factors were (1) “Illness Probability”, (2) “Illness Consequences”, and (3) “Preoccupation with Illness”. Cronbach alphas, mean inter-item correlations and test-retest coefficients (with 21-day interval) showed that this solution was reliable. Second, in order to examine the convergent and divergent validity of the F-SHAI and its 3 subscales, 472 participants from the original sample (i.e., 519) completed the two measures of Illness Attitude Scale (IAS) and Positive and Negative Affects Scales (PANAS). Pearson correlations were calculated between the F-SHAI and its 3 subscales with the total scores of the IAS and positive affect and negative affect of the PANAS. These results provide further support for the convergent validity of the F-SHAI and its 3 subscales. Furthermore, these results confirme the divergent validity of the F- SHAI and the two subscales of “Illness Probability” and “Illness Consequences”. The authors suggest that the F-SHAI and its 3 subscales are sufficiently valid and reliable for research purposes in the Iranian population.
Quarterly of Educational Measurement
Allameh Tabataba’i University
2252-004X
1
v.
2
no.
2010
21
46
http://jem.atu.ac.ir/article_5631_5e6b67e0b04f791ebab964b5d9b6ab22.pdf
Standardizing the Physical, Mood and Affective characteristics Inventory
shokuh o sadat
bani jamali
هیئت علمی دانشگاه علامه طباطبایی
author
text
article
2010
per
The present study was aimed at standardizing the Physical, Mood and Affective characteristics Inventory in accordance with cultural attributes of Iranian society. The study was accomplished in two preliminary and final stages. In preliminary stage, an inventory consisting of 51 items was administered on 52 subjects with mental illness and 52 subjects who were mentally healthy. In final stage, the inventory was administered on a randomly selected sample, comprising 2335 subjects. In preliminary stage, the formal validity, criterion validity in relation to MMPI (short form) and differential validity were calculated. The results indicated that the inventory had desirable validity. In addition, the consistency coefficient of the inventory was obtained utilizing cronbach's a- method for both patient and non-patient groups (0.92 and 0.93, respectively). In final stage, the validity of inventory was calculated using factor analysis. The obtained value of Bartlett's test of sphericity was 0.63. 13 factors were derived based on scree test and with the preassumption of eigenvalue above (1). Omitting the extra factors, 6 out of 13 exploratory factors were left, as the main ones. The correlation Coefficient of each item score with the total score was calculated the index of internal consistency. The obtained coefficients were all significant (p<0/001). The criterion validity of the inventory, gained through concurrent administration with SCL-90 test on 320 subjects, was significant(p<0/001). Differential validity for the main sample (n=2335) was obtained by calculating the differences of mean scores for high school and college students, as well as boys and girls separately, on six factors. The reliability of the inventory was obtained utilizing, loop method. The value of total reliability coefficient, along with reliability coefficient, along with reliability coefficient in case of items omission, were a=0/9006 and a=0/9566 for the first and econd administrations respectively. The reliability of the inventory was also gained through test-retest method, with the correlation coefficient being signification at 0.99 level of confidence. Ultimately, the inventory norm, T and Z normal scores were obtained and normative hexagonal model was presented for sample groups separately.
Quarterly of Educational Measurement
Allameh Tabataba’i University
2252-004X
1
v.
2
no.
2010
47
74
http://jem.atu.ac.ir/article_5632_7fe4ad6c6d03fd4f279ca7f85a1d7428.pdf
Meta-analysis of the studies related to the students’ mathematics performance
parvin
kadivar
هیئت علمی دانشگاه علامه طباطبایی
author
valiollah
farzad
هیئت علمی دانشگاه علامه طباطبایی
author
mehdi
arabzadeh
دانشجوی دانشگاه علامه طباطبایی
author
mamhud
negahban salami
دانشجوی دانشگاه علامه طباطبایی
author
text
article
2010
per
The purpose of this research was to combine the quantitative results of the researches related to the students' math performance. For this purpose, all studies which have been done in Iran from the year 1381 to 1388, were collected, using the quarterly and scientific-research articles. In general, 40 cases of them, had meta-analysis measuring features, in particular the effect size measuring feature. The Hodges’s method has been used for metaanalysis and the Cohen’s method has been used for interpreting the findings. The results indicated that there is a significant relationship between math performance and selfe-fficacy, self-regulation, motivation, goal orientation, learning strategies, teaching methods, cognitive styles, reading styles, gender, and perception of the class structure. Among the mentioned variables, self-efficacy was found to be the best predictor of students’ math performance due to its high level of variance.
Quarterly of Educational Measurement
Allameh Tabataba’i University
2252-004X
1
v.
2
no.
2010
75
94
http://jem.atu.ac.ir/article_5633_74af67536656f26632d318a475252730.pdf
Evaluation Theses Graduate Faculty of Psychology and Educational Sciences
nour ali
farokhi
هیئت علمی دانشگاه علامه طباطبایی
author
text
article
2010
per
Quarterly of Educational Measurement
Allameh Tabataba’i University
2252-004X
1
v.
2
no.
2010
95
116
http://jem.atu.ac.ir/article_5634_00fb24aa7770e04687dcb003fc2e87f8.pdf
Validating of the Big Five Inventory (BFI-10): A very brief measure of the five factor personality model
ali
mohammad zadeh
هیئ علمی دانشگاه علامه طباطبایی
author
mahmud
najafi
هیئت علمی دانشگاه علامه طباطبایی
author
text
article
2010
per
The Big Five Inventory (BFI-10) is a shorter, 10 item version of the BFI. It was designed to be used when time limitations in a research protocol does not allow using the longer BFI. It measures personality in one minute or less. In this report, we evaluate 10-item measures of the Big-Five personality dimensions. The current study was conducted in survey and cross sectional as well as ex-post facto research context. A group of 317 randomly selected normal participants took part in this research. Principal component analysis extracted five factors which were labeled big five traits. However, for this scale other type of validity (convergent validity) and three reliabilities (test, retest, split half and internal constancy) were reported. The factor analysis and validity reliability coefficients demonstrated the same factor structure that previously found. Based on these results, it was concluded that BFI-10 contain good validity and reliability in Iranian population and it can be used, as valid measure in personality screening studies.
Quarterly of Educational Measurement
Allameh Tabataba’i University
2252-004X
1
v.
2
no.
2010
117
130
http://jem.atu.ac.ir/article_5635_129496dad5e9ad0cd2fa7bd76a3c02b4.pdf
Psychometric Characteristics of Specialized Items of Distance Education Psychology Examinations Held by Payame Noor University in 2006
jalil
younesi
دانشجوی دانشگاه علامه طباطبایی
author
ali
delavar
هیئت علمی دانشگاه علامه طباطبایی
author
mohammad reza
falsafi nejhad
هیئت علمی دانشگاه علاممه طباطبایی
author
text
article
2010
per
This study aims to investigate the psychometric characteristics of specialized items of distance education psychology examinations held by Payame Noor University in 2006. To do this, 2000-subject sample was randomly selected from among all those sitting for the distance education psychology exam. Then, the sample group was randomly divided into two 1000-subject groups; one of which was used for parameter estimation, and the other for testing model-data fit. In order to analyze the test and its items based on the classical test theory (CTT), in addition to calculating frequency distribution of distracters, items variance, difficulty index, discrimination index and reliability coefficient of the test were computed. In order to analyze the test and its items based on the item- response theory (IRT), assumptions of unidimensionality and local independence were first examined. In this piece of research, in order to determine unidimensionality, all specialized psychology exams were studied in terms of factor analysis by TESTFACT Program. Results of the analyses of the above exams suggested that all of them are unidimensional, and therefore local independence assumptions are verified. Model-data fit was explored by means of BILOG-MG software, and finally, items' parameters (difficulty, discrimination and guessing) estimated along with subjects' ability parameters were extracted. Distracters' analysis showed that all items' distracters were not homogeneous in terms of probability and have had poor performance. It also indicated that in psychology and sociology exams, two-parameter model, and in philosophy exam, three- parameter model were best fit for test items. At the same time, despite the fact that mean of all exams was lower than the criterion score, it seems that the difficulties in the subject of philosophy have been more and this exam had more impact on the subjects' academic failure.
Quarterly of Educational Measurement
Allameh Tabataba’i University
2252-004X
1
v.
2
no.
2010
139
169
http://jem.atu.ac.ir/article_5636_98a6fbca61529e99885f793398006fbc.pdf