Zahra Mesbah; khadijeh abolmali; Farideh Hamidi
Abstract
The present study aimed to construct, identify and validate the Readiness Questionnaire for of readiness for change in adolescent girls. The research method was a sequential exploratory combination with a tool compilation model. The research method in the qualitative part of text analysis in deductive-inductive ...
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The present study aimed to construct, identify and validate the Readiness Questionnaire for of readiness for change in adolescent girls. The research method was a sequential exploratory combination with a tool compilation model. The research method in the qualitative part of text analysis in deductive-inductive method and statistical population included books and articles related to theories and factors affecting the readiness for change and the sample was selected purposefully. In a small part of the society, it included female students in the second year of high school in District 5 of Tehran in 2009-2010. 300 students randomly selected a two-step cluster method and completed the Readiness to Change questionnaire. To confirm the data, the confirmatory factor analysis was used first, the fitness indicators were not desirable in the first step. After using exploratory factor analysis by way of combining items, confirmatory factor analysis was used again and the fit indices indicated the fit of the model with the collected data. Accordingly, the factors of skills, personality traits, adaptability and risk-taking were confirmed. The internal consistency of the questionnaire and the components for the mentioned factors were 0.66, 0.71, 0.68 and 0.72, respectively, and the Cronbach's alpha coefficient of the whole questionnaire was 0.83. The average extracted variance (AVE) of the components is 0.652, 0.625, 0.528 and 0.510, respectively, indicating that the extracted components have an acceptable convergent validity. The reliability of the whole test was also estimated to be 0.88. The questionnaire can be used for research purposes, and psychologists can use it to measure the readiness of adolescent girls to change.
fariborz gravand; khadijeh abolmali; alireza kimanesh; hamzeh ganji
Abstract
Abstract Background: Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. Therefore, the main purpose of the present study was to investigate factorial validity of the Class-Related Emotion Scales (CRES) among Iranian university students. ...
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Abstract Background: Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. Therefore, the main purpose of the present study was to investigate factorial validity of the Class-Related Emotion Scales (CRES) among Iranian university students. Method: 400 university students (240 male, 160 female) completed the Class-Related Emotion Scales. The confirmatory factor analysis method and internal consistency were used to compute the CRES's factorial validity and reliability, respectively. Results: The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the CRES consisted enjoyment, hope, pride, anger, anxiety, shame, hopelessness and boredom had acceptable fit to data in the Iranian sample. The results of the confirmatory factor analysis by replication multidimensional factorial structure of the Farsi version of the CRES consisted of 8 scales measuring enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom during class indicated that the scales were internally valid. Internal consistencies for the scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class were 0.93, 0.92, 0.89, 0.89, 0.89, 0.91, 0.93 and 0.95, respectively. Conclusion: In sum, on the one hand, the results provide further support for the control-value theory and on the other hand, these findings provide evidence for the validity and reliability of the AEQ as an instrument to measure of achievement emotions among Iranian university students.
