zohreh soleimani; Elaheh Hejazi; zahra Naghsh; narjes lari
Abstract
The purpose of this study was to develop markers of adulthood and achievements of them among students and determine its validity and reliability, based on qualitative research that has already been done in phenomenological method (soleimani & Hejazi,1397). For this reason, 610 students aged 18-29 ...
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The purpose of this study was to develop markers of adulthood and achievements of them among students and determine its validity and reliability, based on qualitative research that has already been done in phenomenological method (soleimani & Hejazi,1397). For this reason, 610 students aged 18-29 (317 males, 293 females) from Tehran University were selected by available sampling. After exploratory factor analysis, a questionnaire adapted to the Iranian context for measuring adulthood markers was constructed with 46 items and Cronbach's alpha coefficient of 0.905 in six dimensions: cognitive-emotional mastery, management and regulation of tasks for goal achievement, capacity to play a role in the family, adherence to values, independence, and role transition. The results indicated that there was a developmental stage of emerging adulthood among Tehran University students, their perception of adulthood is more relevant to individual and family skills, and an individual's perception of adulthood is proportional to the acquisition of these skills. Also, the factors of employment, financial independence and the capacity to manage family for men and the capacity of child care for women are more important criteria for adulthood achievement for students
elahe hejazi; zahra naghsh
Abstract
Background: Validity is of particular importance in test development. Objective: The aim of this paper is to briefly introduce the multidimensional scaling (MDS) as a method of determining construct validity, to assess its outputs, to compare it with other similar methods, and to show the utility of ...
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Background: Validity is of particular importance in test development. Objective: The aim of this paper is to briefly introduce the multidimensional scaling (MDS) as a method of determining construct validity, to assess its outputs, to compare it with other similar methods, and to show the utility of this method in different domains of psychology. Method: Multidimensional scaling was performed on 419 students of Tehran state universities (Tehran, Amir Kabir, and Allameh Tabataba’i universities) who were selected randomly to investigate the efficacy of Post-Critical Beliefs (religious beliefs) scale. Results: The implementation of multidimensional scaling showed the existence of two dimensions and confirmed the construct validity of the Post-Critical Belief scale. Conclusion: Generally speaking, multidimensional scaling is a suitable technique for determining the validity of psychological instruments that are used to evaluate individuals’ characteristics based on different dimensions.
zahra naghsh; azam moghadam
Volume 3, Issue 8 , July 2012, , Pages 133-154
Abstract
In traditional approaches, single-level statistical models were generally used to analyze IEA data. In hierarchical linear models, each level is, however, introduced by its sub-model, and the variables' interrelations are explained in each specified level. The way the variables affect the existent relations ...
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In traditional approaches, single-level statistical models were generally used to analyze IEA data. In hierarchical linear models, each level is, however, introduced by its sub-model, and the variables' interrelations are explained in each specified level. The way the variables affect the existent relations in other levels is also determined. The main purpose of this paper is to compare multi-level modeling and single-level analysis techniques and underline the importance of applying the former in analyzing the data extracted from the TIMSS 2007 questionnaires completed by the eighth graders. Due to their nature, the IEA data were analyzed by HLM software as the students were nested within classes, classes within schools, and schools within countries. In the single-level analysis, there was a significant relationship between self- concept, attitude and evaluation at 0.001 level with mathematics achievement (0.48, 0.296 and 0.134, respectively). Furthermore, the results of two-level analysis by one-way ANOVA with random effects showed that these three variables (self-concept, attitude and evaluation) explained 30.10% and 47% of mathematics achievement variance at student and school levels, respectively. The different results of these two analyses demonstrated the importance of using multi-level analyses for nested data like TIMSS. Regarding the nested nature of TIMSS data and the multi-level method used to extract them, the application of multi-level modeling techniques is recommended to obtain more detailed data on the factors influencing the students' achievement.
