Quarterly of Educational Measurement

Abstract Classroom cohesion plays an important role in creating a supportive learning environment, increasing student participation, and improving academic outcomes, and accordingly, having a tool to measure it is essential. Therefore, the present study was conducted to validate the classroom cohesion questionnaire in elementary school students. The research method was descriptive-survey and applied. The statistical population included elementary school students in South Khorasan Province, from whom 326 people were selected through multi-stage cluster sampling. Data were collected through a translated and localized classroom cohesion questionnaire, and SPSS and Lisrel software were used for confirmatory factor analysis and reliability analysis. The findings showed that the classroom cohesion questionnaire had an appropriate factor structure and the model fit indices had standard values. Also, Cronbach's alpha values for the components of task cohesion (0.955), social cohesion (0.950), and the total scale (0.976) indicated a very favorable reliability of this tool. Confirmatory factor analysis also confirmed that all items of the questionnaire had significant factor loadings. Based on the research findings, this tool can be used as a complete scale to explain the level of classroom cohesion in Iranian elementary schools and can be used by teachers, counselors, and educational experts.

Abstract The teacher's Immediacy with the students is one of the effective factors on teaching and learning. Part of the teacher's intimate or direct relationship with students is non-verbal, and so far, no scale has been validated for this behavior in Iran. Therefore, the present study was conducted with the aim of validating the teacher's non-verbal Immediacy scale (Richmond et al., 2003) in the classroom. The research method was descriptive-cross-sectional. The statistical population of the research included all the teachers of different levels of education in Qutb Shahid Bronsi of Razavi province Education, from which 212 people were randomly selected as a sample. Confirmatory factor analysis confirmed the construct validity of the non-verbal teacher Immediacy questionnaire. Also, the reliability of the questionnaire was obtained using Cronbach's alpha value of 0.74, which indicates the appropriate reliability of this tool. Also, the results of the factor analysis showed that the constructed scale consists of 5 factors that explain 48.79% of the total variance. The teacher's non-verbal Immediacy questionnaire is able to measure teachers' non-verbal Immediacy by passing psychometric steps and having validity and reliability; Therefore, in addition to being effective as a self-assessment for teachers, the questionnaire can also be used in group research.