Balal Izanloo; Manouchehr Rezaee; Naser Abbasi
Abstract
Perceived partner responsiveness (PPR) is a construct that can help evaluate intimacy in couple therapy. However, research on PPR has been hampered by the lack of a standardized measurement in this field. The purpose of the present study was to translate and examine the factor structure, invariance, ...
Read More
Perceived partner responsiveness (PPR) is a construct that can help evaluate intimacy in couple therapy. However, research on PPR has been hampered by the lack of a standardized measurement in this field. The purpose of the present study was to translate and examine the factor structure, invariance, validity and internal consistency of the Perceived Responsiveness and Insensitivity (PRI) scale among Iranian samples. The statistical population of the present study was the married teachers of Zanjan province in 2021-2022, and 429 teachers in total participated in this research through judgmental convenience sampling. Descriptive statistics and confirmatory factor analysis, graded response model, parallel analysis, exploratory graph analysis and bootstrap analysis were used for data analysis. The findings demonstrated that the factor structure of PRI in Iranian society is similar to the study of Crasta et al. (2021); that is, PRI consisted of two sub-scales. The fit indices of the scale and factor load of the items were optimal both by gender and in the whole sample. The findings related to the invariance of the scale in different models also indicated that the meaning of the items is the same for men and women. Analyzes based on Item-Response theory showed that the items derived for the PRI short form in this study, which should indicate the most information, were inconsistent with the short form derived from Crasta et al.'s (2021) study. Alpha statistic, composite reliability, AVE index and diagnostic validity of PRI scale were also optimum. The findings related to convergent and divergent validity also indicated the significance association of PRI with other variables. In general, the PRI scale showed optimized psychometric properties, which indicated its applicability in the Iranian society and its consistency with the cultural norms of the country. However, in the present study, there was a possibility of weak diagnostic validity of the two constructs in this scale, especially for the group of women, which should be investigated in future studies with a larger sample size.
Ali Baniasadi; Keyvan Salehi; Ebrahim Khodaie; Khosro Bagheri; Balal Izanloo
Abstract
The present study aimed to investigate the psychometric properties of fair classroom assessment Rubric based on Item-Response theory. For this purpose, a sample of 511 students of the University of Tehran was selected by the available sampling method and answered Rubric questions. At this stage, to determine ...
Read More
The present study aimed to investigate the psychometric properties of fair classroom assessment Rubric based on Item-Response theory. For this purpose, a sample of 511 students of the University of Tehran was selected by the available sampling method and answered Rubric questions. At this stage, to determine the application of unidimensional or multidimensional models, DETECT and parallel analysis methods were used. The results of both methods rejected the unidimensionality of the data and the results of the parallel analysis showed the extraction of three factors from the data. Also, the comparison of unidimensional and multidimensional model fit indices including log-likelihood, likelihood ratio, Root Mean Square Error of Approximation and comparison of Bayesian and Akaike information criteria confirmed the better fit of the multidimensional model for the data. Thus, due to the polytomous of the answers to the questions, the multidimensional graded response model was used to estimate the parameters of the questions. The reliability of each of the subscales of procedural fairness, nature of assessment and interactional fairness were 0.85, 0.69 and 0.63, respectively. Estimation of the discrimination parameters ranged from 1.048 to 5.802, which showed that all the questions performed well in the discrimination of the upper and lower levels of the fair classroom assessment, and after controlling the false discovery rate, the S-X2 statistic showed a good fit of all Rubric questions. In general, the results of this study show that the developed Rubric has appropriate psychometric properties to evaluate the quality of fairness in the classroom assessment.
