Mohammad Asl Mohammad Alizad; Hamid Taher Neshat doust; Hoshang Talebi; Ahmad Abedi
Abstract
The acquisition and promotion of Students' academic competence in the scholastic process is a desirable outcome for any educational system. Having a measure for accurately assessing students’ academic competence is very important. Therefore, the goal of this study was construction and validation ...
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The acquisition and promotion of Students' academic competence in the scholastic process is a desirable outcome for any educational system. Having a measure for accurately assessing students’ academic competence is very important. Therefore, the goal of this study was construction and validation of the academic competency questionnaire and identification of its dimensions and components. The population of interest includes all male and female first year high school students in Tabriz. A sample of 660 students participated in the study through multi-stage cluster sampling method. The initial instrument was developed based on the Model of Academic Competence and Motivation (McGrew, 2013). Validity of the instrument was determined by utilizing the Content Validity Ratio (CVR), exploratory factor analysis and concurrent correlation with the Motivated Strategies for Learning Questionnaire (MSLQ). The results of exploratory factor analysis affirmed 5 significant factors for the “orientation towards self” subscale, 6 factors for the “orientation towards learning” subscale and 8 factors for the “orientation towards others” subscale. The goodness-of-fit indicators obtained from the second-order confirmatory factor analysis also confirmed this structure including three main subscales, 19 factors and 109 items. In general, the research findings showed that this questionnaire has the necessary psychometric properties to assess the academic competence of high school students and can be used as a useful tool in this field.
Ali Farahani; Ahmad Yarmohammadian; Mokhtar Malekpour; Ahmad Abedi
Abstract
The present study aims to develop and validate the Sense of Agency Inventory for visually impaired individuals. So 400 visually impaired participants were selected via the convenience sampling technique. The 33-item inventory was developed for investigating the sense of agency using theoretical framework ...
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The present study aims to develop and validate the Sense of Agency Inventory for visually impaired individuals. So 400 visually impaired participants were selected via the convenience sampling technique. The 33-item inventory was developed for investigating the sense of agency using theoretical framework and the developed conceptual model. Then, three components of self-efficacy, optimism, and planfulness were considered as its subscales. After that participants completed the inventory and deleting defected copies, 400 copies were randomly selected. The data were investigated and analyzed by SPSS and AMOS software. As the result of confirmatory factor analysis and the rotated structural matrix via the principal component analysis (PCA) method, three items, two related to self-efficacy and one to optimism subscales, were deleted. Finally, the results of confirmatory factor analysis showed that the model enjoys favorable goodness of fit and can be used as an effective instrument in psychological research.Keywords: development and validation, agency, blind, agency components.
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.
ahmad abedi; mahbubeh hadi pour
Volume 3, Issue 12 , July 2013, , Pages 23-40
Abstract
Background: researches have shown that in addition to intelligence learning behaviors have an effect on the academic achievement of students. Aim: the present research aimed to assess the reliability validity and factor structure of the Persian form of learning behaviors scale on middle school students. ...
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Background: researches have shown that in addition to intelligence learning behaviors have an effect on the academic achievement of students. Aim: the present research aimed to assess the reliability validity and factor structure of the Persian form of learning behaviors scale on middle school students. Conclusion: the results of the study showed that the learning behaviors scale has adequate and appropriate reliability and validity for assessing the effective learning behaviors of middle school students. Moreover the results of the factor analysis indicated that the learning behaviors scale is a multidimensional scale and has four factors including competency attention perseverance attitude towards learning and strategy flexibility.
razieh ahromi; salar faramarzi; mojhgan shushtari; ahmad aabedi
Volume 3, Issue 9 , October 2012, , Pages 43-64
Abstract
The present study aims to examine the relationship between students’ psychological profile in Wechsler intelligence test for children -fourth edition- (W1SCJV) and multiple intelligence (Ml) based on Gardner's theory among students of fifth grade elementary school in Isfahan city. The study was ...
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The present study aims to examine the relationship between students’ psychological profile in Wechsler intelligence test for children -fourth edition- (W1SCJV) and multiple intelligence (Ml) based on Gardner's theory among students of fifth grade elementary school in Isfahan city. The study was descriptive and correlative. Sample population consisted of 30 students who were selected using multistage sampling. The measuring instruments used were Gardner’s multiple intelligence questionnaires and Wechsler intelligence scale for children -fourth edition- (WiscJV). The data was analyzed using correlation coefficient. The results of this study showed that there are significant relationships between Gardner’s verbal-linguistic intelligence subscales and Wechsler’s visual concepts, between Gardner’s visual-spatial intelligence and Wechsler’s encoding and speed, between Gardner’s interpersonal intelligence and Wechsler’s digit span and visual concepts subscales, and finally between Gardner's intrapersonal intelligence and Wechsler’s digit span (p<0/05). However, there was no significant relationship between other subscales. It can be concluded that Gardner's multiple intelligence questionnaires should be used circumspectly as a diagnostic test for measuring intelligence in traditional sense.
