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.
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.
parvaneh kadivar; zahra tanha; mehdi Arabzadeh
Volume 2, Issue 4 , July 2011, , Pages 73-88
Abstract
The The investigation of psychometric properties of epistemological belief scale in mathematics including reliability, validity and exploratory factor analysis was the purpose of this study. To achieve this end 464 university students (149 famales and 315 males), were selected through cluster rom sampling. ...
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The The investigation of psychometric properties of epistemological belief scale in mathematics including reliability, validity and exploratory factor analysis was the purpose of this study. To achieve this end 464 university students (149 famales and 315 males), were selected through cluster rom sampling. The exploratory factor analysis were investigated through principal component method, this analysis confirmed six factors ( difficult problems, steps, understanding, word problems, effort and usefulness).To reach the concurrent validity of the scale, Schommer epistemological beliefs scale and Kloosterman and stage scale were conducted. The results of the analysis were acceptable. Test- retest reliability and internal consistency of the cronbach scale through, alpha coefficients confirmed. The results of factor analysis, conducted in the main culture and previous validity- reliability coefficient were closed to the studies. A psychometric property, of this scale allows applying to mathematical epistemological beliefs research.
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.
