Abstract
Cognitive Diagnostic Models (CDMs), are confirmative multidimensional latent variable models , with complex structure . In this study,Cognitive Diagnostic Models (CDMs) were used to check the status of first grade high school students in mathematics. Cognitive diagnostic assessment was administered based ...
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Cognitive Diagnostic Models (CDMs), are confirmative multidimensional latent variable models , with complex structure . In this study,Cognitive Diagnostic Models (CDMs) were used to check the status of first grade high school students in mathematics. Cognitive diagnostic assessment was administered based on eight main characters, consisting of 32 questions on a sample of 509 students, selected from students of Tehran based on a multi-stage cluster sampling. IRT models where used to determine the psychometric properties of the questions .Data analysis by using the DINA model in mathematics, showed that eight attribute explain the mathematics performance of first grade high school students. Results showed that the subjects were only mastered in one of the attributes and the least proportion of mastery was related to definition comprehension skills (0.494), mathematics advanced operations ( 0.498) and using learning in real problems. Keywords : Cognitive Diagnostic Models (CDMs) , Cognitive Diagnostic Assessment , Mathematics
kazem nemat; Ahmad Borjali; Fariborz Dortaj
Abstract
To investigate a model about body image of Iranian’s female students and determining structural relations of physical and psychological factors related to body image, 497 female students from Islamic Azad University Zarand Branch randomly selected. After measuring weight, height and calculating ...
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To investigate a model about body image of Iranian’s female students and determining structural relations of physical and psychological factors related to body image, 497 female students from Islamic Azad University Zarand Branch randomly selected. After measuring weight, height and calculating body mass index of participants, they assessed by body image state scale, self- esteem scale of Marsh self-concept test, the appearance schema inventory-revised, personal appearance beliefs test and body checking questionnaire. Evaluation of the proposed model with structural equation modeling (SEM) by using of maximum likelihood estimation of AMOS software and calculation of fit indices indicated that, hypothetical model has the goodness of fit with the data. Results showed that, these model direct and indirect effects of physical and cognitive-behavioral factors respectively, .417 and .33, explain 53% of variation in body image. These findings are consistent with the results of other research, modeling in the area of body image, and furthermore, helping in better knowing complex biological and psychological structure of body image.
mohammad solgi; hossein Eskandar; ali delavar; Ahmad borjali
Abstract
Abstract: The present study with the purpose of construct, making reliable and validity screening of national and social identity test has been carried out. the social identity is composed of 3 parts including ethnic identity, religious identity and modern identity. Firstly, the components and then their ...
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Abstract: The present study with the purpose of construct, making reliable and validity screening of national and social identity test has been carried out. the social identity is composed of 3 parts including ethnic identity, religious identity and modern identity. Firstly, the components and then their concerned questions were compiled for each sub test. Therefore, the questions of national identity (90 questions) and ethnic identity (68 questions) was arranged in a 158 question questionnaire and the questions of religious identity (72 questions) and modern identity (72 questions) in another questionnaire with 144 questions. Two questionnaires were carried out in preliminary performance on a sample of the students of Tehran Universities. After the preliminary performance, by using items' analysis method, 80 items were omitted of the first questionnaire (158 questions) and in total, 161 items were omitted. Alpha coefficient of the first questionnaire (158 questions) is 0/978 after analysis of the questions. In the second questionnaire (144 questions), the alpha coefficient is 0/957 after omitting the unsuitable items. From questions of the first questionnaire and questions of the second questionnaire, a 141 item questionnaire was formed which its alpha coefficient is 0/965. This questionnaire in main performance on a mixed sample of 410 students of Tehran was carried out. Factor analysis method was used in this step for test analysis. During factor analysis process, 31 factors were recognized in total which 13 factors could be named. In sub test of national identity, 10 factors were recognized which 5 factors could be named. Also, in modern identity 8 factors were recognized which 2 factors were definable.With regard to the results of this research, this questionnaire is of suitable reliability and validity and the obtained elements from factor analysis can measure the national and social identity of students in a suitable manner.
