Mojtaba Byrami; Parvin Kadivar; Mehdi Arabzadeh
Abstract
The aim of this study was to identify the psychometric properties or indicators of the Mental Toughness Scale for Adolescents by McGowan et al. (2016) and examine its relationship with academic procrastination, generalized anxiety, and math anxiety using path analysis. The research sample consisted of ...
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The aim of this study was to identify the psychometric properties or indicators of the Mental Toughness Scale for Adolescents by McGowan et al. (2016) and examine its relationship with academic procrastination, generalized anxiety, and math anxiety using path analysis. The research sample consisted of 455 high school students in Zanjan City, Iran, who were selected using cluster sampling. Participants completed the relevant scales through in-person administration. Data analysis was conducted in two phases and employing factor analysis and path analysis statistical methods. In the first phase, the psychometric properties of the Mental Toughness Scale were examined. The results revealed that a six-factor solution, in line with the proposed six dimensions of the Mental Toughness Scale (challenge, commitment, control over life and emotions, and self-confidence in abilities and interpersonal relationships), provided the best fit for the competing models. Additionally, the overall internal consistency of the scale was satisfactory, with a Cronbach's alpha coefficient of 0.81. In the second phase, the direct and indirect effects of Mental Toughness on generalized anxiety, math anxiety, and academic procrastination were examined using path analysis. The findings indicated that Mental Toughness has a direct impact on generalized anxiety, math anxiety, and academic procrastination. Moreover, Mental Toughness has an indirect effect on academic procrastination and math anxiety through the mediating role of generalized anxiety. The implications of the study's findings for schools and educational environments, as well as suggestions for future research, were discussed.
saeid kiani; Parvin Kadivar; Hadi Keramati; Masoud gramipour
Abstract
One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental ...
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One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..
hossein souri; parvin kadivar; hadi kramati; hamidreza hasanabadi
Abstract
The purpose of this study is to designing the Structural Equation Model of bystander’s behavior of bullying in school based on moral disengagement and moral sensitivity with the mediation role of empathy. The target population of this study was male and female secondary school students in Lorestan ...
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The purpose of this study is to designing the Structural Equation Model of bystander’s behavior of bullying in school based on moral disengagement and moral sensitivity with the mediation role of empathy. The target population of this study was male and female secondary school students in Lorestan province in the year of 2018-2019. The total of 617 students were selected through cluster sampling. Participants responded to the scale of Mechanisms of Moral Disengagement Scale (MMDS), Ethical Sensitivity Scale, Participant Role Scales and Self-Importance of Basic Empathy Scale (BES). The results showed that the research model with the research data was good fitness and acceptable. The results of structural equation modeling shows that moral disengagement and moral sensitivity associated with bystander’s behavior. In other words, those who have high moral disengagement and low moral sensitivity behave more harmfully. In addition, the results indicate that empathy have a mediator role in relation between bystander’s behavior of bullying in school, moral disengagement and moral sensitivity. n total, seems that empathy can serve as a mediator or mechanism in the relationship between moral disengagement, moral sensitivity, and bystander’s behavior of during bullying, resulting in more positive outcomes and fewer negative outcomes for individuals.
Seyed Saeed Torabi; Hamidreza Hassanabadi; Parvin Kadivar; Robabeh Noori
Abstract
The purpose of this study was to investigate the psychometric Indices of the 14-item Questionnaire of Mental Scale (TSV; Wu & Fan, 2016) in the Iranian student community. Participants were 260 students from Damghan State universities who were selected by cluster sampling. Participants responded to ...
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The purpose of this study was to investigate the psychometric Indices of the 14-item Questionnaire of Mental Scale (TSV; Wu & Fan, 2016) in the Iranian student community. Participants were 260 students from Damghan State universities who were selected by cluster sampling. Participants responded to individually Task Subjective Value scales, Achievement behaviors, and academic self-efficacy in a single classroom session with the same set of tools, respectively. Exploratory and confirmatory factor analysis were used to evaluate the construct validity of the TSV Scale. The results of principal component analysis with varimax rotation showed that the TSV scale consists of two subscales Utility-Attainment value and intrinsic values. Confirmatory factor analysis results by comparing competing single-factor, two-factor and four-factor models showed that the two-factor structure of the scale had a better fit to the data and all fit indices confirmed the fit of the model. Also, the internal consistency of the TSV subscales using the Cronbach's alpha method was appropriate. To estimate the criterion and convergent validity of the correlation coefficients of the TSV subscales with the subscales of effort and persistence on the Scales of achievement Behaviors (Wu & Fan, 2016) and academic self-efficacy (Pint rich and De Groot, 1990). The level of 0.01 was significant. Totality, the results of the present study provide evidence for the validity and reliability of TSV as a tool for assessing the subjective value of homework among Iranian students and can be used by researchers.
Fatemeh Imamgholivand; Parvin Kadivar; hassan pasha Sharifi
Abstract
Abstract The present study was conducted with the aim of evaluating the psychometric indices of school climate and identity (SCASIM-St). The sample size of this research was 503 high school female students who were selected by random sampling method from high schools. The results of exploratory factor ...
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Abstract The present study was conducted with the aim of evaluating the psychometric indices of school climate and identity (SCASIM-St). The sample size of this research was 503 high school female students who were selected by random sampling method from high schools. The results of exploratory factor analysis by main components method, in addition to the overall school climate, have four factors (the relationship of students with each other, the relationship of students with employees, the emphasis of the school, the values and the collaborative approach of staff and students) and the identity of the school For Joe and School Identity Questionnaire. To verify the reliability of the questionnaire, the Cronbach's alpha coefficient and the method of re-examination were used and a confirmatory factor analysis was used to determine its validity. The results showed that the questionnaire had an acceptable internal consistency and the Cronbach's alpha coefficients in its sub-scales ranged from 0.78 to 0.92. The validity of the questionnaire was statistically significant (P <0.001) at the level of 0.73. Confirmatory factor analysis was also used to determine the validity of the barley measurement and school identity. The results of the confirmatory factor analysis showed that the convergent validity (AVE) value was 0.44 and the general fit method (GOF) was 0.50. . This result confirms that the structure of the questionnaire has acceptable acceptance with the data and confirms all the good indicators of fitting the model. Factor analysis findings were almost similar to those of the original culture, and the reliability and validity coefficients were close to the results of previous research; therefore, considering the desirable psychometric properties of this questionnaire, this tool was a suitable tool for determining the atmosphere and identity of the school from the viewpoint of high school students is.
Fatemeh Imamgholivand; Parvin Kadivar; Hasan Pasha Sharifi
Abstract
Abstract: Objectives: The purpose of this study was to assess psychometric indicators of students' Social- Emotional Competence Questionnaire (SECQ). Method: The sample size of this study was 518 high school female students selected by random sampling method from public secondary schools in Tehran and ...
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Abstract: Objectives: The purpose of this study was to assess psychometric indicators of students' Social- Emotional Competence Questionnaire (SECQ). Method: The sample size of this study was 518 high school female students selected by random sampling method from public secondary schools in Tehran and responded to the questionnaire. Findings: The results of exploratory factor analysis by main components method, in addition to general emotional-social competence, have 5 factors (self-awareness, social consciousness, self-management, relationship management and responsible decision-making) for the students' emotional-social competence questionnaire (SECQ), approved. To verify the reliability of the questionnaire, the Cronbach's alpha coefficient and the method of re-examination were used and a confirmatory factor analysis was used to determine its validity. The results showed that the questionnaire had acceptable internal consistency, and the Cronbach's alpha coefficients were below 0/77 to 0/80 in the sub-scales. The reliability of the questionnaire was obtained through a 0/86 test which was significant at the level of p
Zahra Tanha; Parvin Kadivar; Jafar Hasani; mohammad hosein abdollahi
Abstract
The purpose of this study was construct and validate a questionnaire to measure personal epistemology in children. Accordingly, the 44 question with Likert scoring method was designed to have three options. Face and content validity was assessed through the survey of 10 experts and its reliability, through ...
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The purpose of this study was construct and validate a questionnaire to measure personal epistemology in children. Accordingly, the 44 question with Likert scoring method was designed to have three options. Face and content validity was assessed through the survey of 10 experts and its reliability, through the implementation of 50 students to retest interval of one month, was calculated 0/72. Then, the questionnaire was administered on 472 students (217 males and 255 females) and using factor analysis with varimax rotation method revealed five factors with higher eigenvalues: simple knowledge, certain knowledge, source of knowledge, product of knowing and justification of knowing. In order to determine validity and reliability of the scale respectively, confirmatory factor analysis and Cronbach alpha coefficients were used. Results of Confirmatory factor analysis showed a good fit to the proposed five-factor structure. Also, the total score for internal consistency through Cronbach’s alpha, was 0/85. According to the results, the scale has acceptable reliability and validity and can be used as an applicable instrument in assessing personal epistemology in children.
mahsa nazemi moghadam; parvin kadivar; mehdi arabzadeh
Abstract
The investigation of psychometric properties of TEIQue-CF, including reliability, validity and exploratory factor analysis was the purpose of this study to achieve this end 343 students (343 males), were selected through cluster random sampling. The exploratory factor analysis were investigated through ...
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The investigation of psychometric properties of TEIQue-CF, including reliability, validity and exploratory factor analysis was the purpose of this study to achieve this end 343 students (343 males), were selected through cluster random sampling. The exploratory factor analysis were investigated through principal component method, this analysis confirmed nine factors (Adaptability, Affective disposition, Emotion expression, Emotion perception, Emotion regulation, Low impulsivity, Peer relations, Self-esteem and Self-motivation). Internal consistency in term of the ordinal Theta and Cornbakh alpha coefficients in the sample group has been computed and confirmed. The Results of factor analysis, conducted in the main culture, reliability and validity coeddicients were similar to the previous studies. According to the psychometric property, this present scale can be applied in TEIQue-CF research. Keywords: TEIQue-CF, factor structure, reliability, validity The investigation of psychometric properties of TEIQue-CF, including reliability, validity and exploratory factor analysis was the purpose of this study to achieve this end 343 students (343 males), were selected through cluster random sampling. The exploratory factor analysis were investigated through principal component method, this analysis confirmed nine factors (Adaptability, Affective disposition, Emotion expression, Emotion perception, Emotion regulation, Low impulsivity, Peer relations, Self-esteem and Self-motivation). Internal consistency in term of the ordinal Theta and Cornbakh alpha coefficients in the sample group has been computed and confirmed. The Results of factor analysis, conducted in the main culture, reliability and validity coeddicients were similar to the previous studies. According to the psychometric property, this present scale can be applied in TEIQue-CF research. Keywords: TEIQue-CF, factor structure, reliability, validity
mahdieh shafi naderi; parvin kodivar; mehdi arab zadeh; gholamreza sorami
Volume 3, Issue 10 , January 2013, , Pages 21-36
Abstract
Background: outcome expectations refer to an important point according to which behavior is a result of peoples expectations about achieving a specific outcome and the value they attach to that outcome. Therefore it is an important factor in education. Introducing appropriate tools to assess these variables ...
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Background: outcome expectations refer to an important point according to which behavior is a result of peoples expectations about achieving a specific outcome and the value they attach to that outcome. Therefore it is an important factor in education. Introducing appropriate tools to assess these variables and to demonstrate their critical role in the field of education is essential. Objectives: the purpose of the present study was to examine the factor structure reliability and validity of students outcome expectancy scale. Objectives: the purpose of the present study was to examine the factor structure reliability and validity of students outcome expectancy scale. The results of the facto analysis and the reliability and validity coefficients were almost similar to the previous researches conducted in the main culture. Considering its good psychometric properties the scale is a useful tool for determining students outcome expectancy.
mehdi arabzadeh; parvin kodivar
Volume 3, Issue 9 , October 2012, , Pages 1-18
Abstract
Academic delay of gratification predicts academic performance, motivation, self-regulation and self-efficacy in students. Due to the importance of academic delay of gratification in teaching-learning processes, there is a need for special tools proportional to the Iranian culture. The objective of this ...
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Academic delay of gratification predicts academic performance, motivation, self-regulation and self-efficacy in students. Due to the importance of academic delay of gratification in teaching-learning processes, there is a need for special tools proportional to the Iranian culture. The objective of this study was to examine the psychometric properties of Persian form academic delay of gratification scale, including reliability, validity, and factor analysis. The population consisted of Iranian high school students from Karaj (N = 600, 326 boys and 274 girls) who were selected based on multistage cluster sampling. They were tested by academic delay of gratification scale and motivated strategies for learning questionnaire. Test- retest reliability academic delay of gratification scale based on the results of two performance tests and its internal consistency by Cronbach's alpha coefficients were calculated and confirmed. To analyze the concurrent validity and to determine the validity factor motivation strategy-learning questionnaire was used, which indicated that concurrent validity is adequate. In addition, results indicated that the separate confirmatory factor analysis (CFA) for the male and female samples showed a goodness of fit with the data. The findings of factor analysis as well as the reliability and validity coefficients were similar to the previous studies conducted in the original culture. Regarding its good psychometric properties, the scale is an appropriate instrument to measure student's academic delay of gratification.
parvin kadivar; valiollah farzad; mehdi arabzadeh; mamhud negahban salami
Volume 1, Issue 2 , January 2011, , Pages 75-94
Abstract
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 ...
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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.
fariborz nikdel; parvin kadivar; valliollah farzad; yousef karimi
Volume 1, Issue 1 , October 2010, , Pages 1-23
Abstract
The Purpose of the present study was to examine the psychometric properties of perception of classroom questionnaire, developed by Fraser, Fisher, and McRobbies (1996). 830 high school students in Tehran city were randomly selected to participate in the study. Cronbach Alpha coefficient and factor analysis ...
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The Purpose of the present study was to examine the psychometric properties of perception of classroom questionnaire, developed by Fraser, Fisher, and McRobbies (1996). 830 high school students in Tehran city were randomly selected to participate in the study. Cronbach Alpha coefficient and factor analysis were used to determine the psychometric properties of the questionnaire. The results were coherent with Fraser, Fisher and McRobbies (1996) and Dorman (2009) revealed that the questionnaire have an acceptable consistency. Cronbach Alpha coefficients for subscales were between 0/79 to 0/90. Meanwhile, the results of the exploratory and confirmatory factor analysis revealed that the structure of the questionnaire have an acceptable fit to the data. Further, the questionnaire is a valid and reliable instrument to measure students' perception of classroom
