Yasamin Amini moghadam; Alimohammad Rezaei; Shahrokh Makvand hoseyni
Abstract
Moral intelligence is the ability to differ right from wrong, to have strong moral beliefs, and to do the right thing. Building moral intelligence in children from an early age is essential. Therefore we need to do baseline measurements, develop and implement intervention programs, and finally assess ...
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Moral intelligence is the ability to differ right from wrong, to have strong moral beliefs, and to do the right thing. Building moral intelligence in children from an early age is essential. Therefore we need to do baseline measurements, develop and implement intervention programs, and finally assess the effect of these programs on children’s moral intelligence. For this reason, the present study aimed to create and validate a moral intelligence questionnaire for children. From all the preschools and kindergartens of Shahroud, a cluster sample of 300 children was selected to complete the assessment tools. Factor analysis was conducted to determine the factor structure of the questionnaire, while convergent and divergent validity were assessed with Pearson correlation coefficient. Reliability was evaluated with Cronbach’s alpha. Factor analysis results revealed that consistent with the theoretical foundations, Children’s Moral Intelligence Questionnaire (CMIQ) has a six-factor structure consisting of conscience, self-control, empathy, patience, justice, and respect. The convergent and divergent validity for CMIQ was examined via concurrent administration of KajbafNejad Emotional Intelligence Questionnaire for Children and Shahim’s Questionnaire for Behavioral Problems in Children, respectively. Both results were satisfactory. An overall Cronbach’s alpha of 0.92 indicated that CMIQ has high reliability and can be used for moral intelligence assessment in preschool and kindergarten children of 4 to 6 years old.
Ahmad Ghodsi; Siavash Talepasand; Alimohammad Rezaei; mohammadali mohammadifar
Abstract
Abstract Background: Task cost and its dimensions in the theory of expectance-value are important antecedents to achievement behaviors. The present study aims to validate an instrument to measure the task cost in high school students. Method: The participants were 363 high school students (172 Male, ...
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Abstract Background: Task cost and its dimensions in the theory of expectance-value are important antecedents to achievement behaviors. The present study aims to validate an instrument to measure the task cost in high school students. Method: The participants were 363 high school students (172 Male, 191 Female) in second and third grades who were selected through random multistage sampling and completed task cost scale of Fluke et al, Pintrich's questionnaire of task value, Vallerand's Questionnaire of academic motivation, and Semnan's questionnaire of task value. Data were analyzed by confirmatory factor analysis. Results: The results show that a four-factor structure (the inside effort cost, the loss of valued alternatives cost, emotional cost, and outside effort cost) fits the structure of cost task. Cronbach's alpha for the total scale was 0.97 and for the subscales of the inside effort cost 0.87, the loss of valued alternatives cost 0.90, emotional cost 0.91, and outside effort cost 0.93. Correlation analysis shows that there is a significant relationship between the scores of subscales of task costs and task value in the range of -0.39 to -0.48. The scores of achievement value, value of internal interest, and value of external interest have a significant relationship with components of task cost in the range of -0.35 to -0.56. Furthermore, the subscales of task cost and reluctance have a significant relationship in the range of 0.22 to 0.29. Conclusion: The Persian version of the task cost scale has acceptable psychometric characteristics for the students and can be used as a valid instrument in psychological researches
samira soleymani; fereshteh alidoosti; alimohamad rezaiee; mohamad barani
Abstract
Positive psychology emphasizes on mental health and well-being improvement as a new approach in psychology area. In fact, positive psychology is the science of happiness and flourishing of human beings. In this regard, flourishing is considered as one of the important factors of individuals' success. ...
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Positive psychology emphasizes on mental health and well-being improvement as a new approach in psychology area. In fact, positive psychology is the science of happiness and flourishing of human beings. In this regard, flourishing is considered as one of the important factors of individuals' success. Flourishing is a combination of good feeling and effective functions and is equivalent with high level of psychological wellbeing and it briefly indicates mental health. The main purpose of the present research is to study psychometric properties of flourishing questionnaire based on Seligman model among Iranian students. The population includes all students of Tehran universities in 2015. The sample of the study includes 300 students (165 female and 165 male) and they have been selected by cluster sampling. In order to analyze data, exploratory and confirmatory factor analysis methods, Pearson correlation, item-total score correlation, and reliability analysis by SPSSv22 and LISRELv8,80 were used. Exploratory and confirmatory factor analysis results have confirmed HFQ. The results of convergent validity of flourishing questionnaire have been confirmed by its concurrent execution with "Ahvaz Self-actualization" and "Diener’s Flourishing Questionnaire", also its divergent validity was studied and confirmed by "Beck’s Depression Inventory". Reliability coefficient of flourishing questionnaire was achieved as 0.82, 0.61, 0.77, 0.78 and 0.90 respectively for factors of positive emotions, relationships, meanings, achievements and total questionnaire by Cronbach's alpha coefficient. Finally, according to the reliability and validity coefficient, ease of implementation, grading, interpretation, and also limited time for answering questionnaire it can be said that flourishing questionnaire has the necessary conditions to be used in psychological researches to measure the level of flourishing. Also it is suggested to use it for determining the level of flourishing prevalence in the student society.
