Mohammad Azad Abdollahpour; fariborz dortaj
Abstract
The main purpose of the present study was to investigate psychometric properties of the achievement emotion questionnaire-short form among Iranian university students.317 university students (141 male and 176 female) completed the Achievement Emotion questionnaire-Short Form, the Stress Appraisal Measure-Revised, ...
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The main purpose of the present study was to investigate psychometric properties of the achievement emotion questionnaire-short form among Iranian university students.317 university students (141 male and 176 female) completed the Achievement Emotion questionnaire-Short Form, the Stress Appraisal Measure-Revised, and Achievement Goal Questionnaire-Revised. First, ‘alpha if item deleted’ and ‘corrected item-total correlation’ commands were used to develop the short form of the achievement emotion questionnaire. Also, the confirmatory factor analysis and internal consistency were used to compute the Achievement Emotion questionnaire-Short Form factorial validity and reliability, respectively. Then, in order to examine the construct validity of the Achievement Emotion questionnaire-Short Form, we compute correlation between different dimensions of Achievement Emotion questionnaire-Short Form with cognitive appraisal processes and achievement goal orientations. the results of confirmatory factor analysis according to comprehensive version of Achievement Emotion questionnaire by emphasizing the breakdown of positive and negative achievement emotions indicated that Achievement Emotion questionnaire-Short Form had internal consistency. Furthermore, Correlational analyses between positive and negative achievement emotions with cognitive appraisals and goal orientations provided initial evidence for the AEQ-SF convergent validity. Internal consistency for the multiple scales in different achievement situations was 0/74 to 087. In sum, on the one hand, the results provide further support for the control-value theory of achievement emotions and on the other hand, these findings provide evidence for the validity and reliability of the Achievement Emotion questionnaire-Short Form as an instrument to measure of achievement emotions among Iranian university students.
Mohammad Hossein Sanaeepur; Zahra Royaei; Zahra Gharetappeyei
Abstract
Aim: The main purpose of the present study was to investigate psychometric properties of the Emotional adjustment Measure (EAM, Rubio, Aguado, Hontangas& Hernandez, 2007) among Iranian university students. Methods: 324 university students (130 male, 194 female) completed the EAM, the Perceived Stress ...
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Aim: The main purpose of the present study was to investigate psychometric properties of the Emotional adjustment Measure (EAM, Rubio, Aguado, Hontangas& Hernandez, 2007) among Iranian university students. Methods: 324 university students (130 male, 194 female) completed the EAM, the Perceived Stress Reactivity Scale (PSRS, Schlotz, Yim, Zoccola, Jansen & Schulz, 2011) and the Health-Promoting Lifestyle Profile-II (HPLP-II, Walker, Sechrist& Pender, 1995). The confirmatory factor analysis method and internal consistency were used to compute the EAM's construct validity and reliability, respectively. Also, in order to examine the construct validity of the EAM, we computed correlations between different dimensions of EAM with different dimension of Perceived Stress Reactivity Scale and Health-Promoting Lifestyle Profile-II. Results: The results of confirmatory factor analysis indicated that 2-factor structure of the EAM consisted lack of physiologic and emotional arousal regulation factor and hopelessness and wishful thinking factor had good fit to data in the Iranian sample. Also, correlational analyses between different dimensions of EAM with different dimension of Perceived Stress Reactivity Scale and Health-Promoting Lifestyle Profile-II provided initial evidence for the EAM construct validity. Cronbach’s α coefficients ranged from 0/84 to 0/91 for total factor and its dimensions. Discussion: In sum, these findings provide evidence for the validity and reliability of the EAM as an instrument to measure of emotional adjustment among Iranian university students.
Ali Delavar
Abstract
Aim:The Aim of this research was studding the psychometric properties of self-handicapping scale as a suitable tool for measuring the self-handicapping.Method:The population was all of Tehran’s university students that 520 people were selected as a sample from the universities of AllamehTabataba’i, ...
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Aim:The Aim of this research was studding the psychometric properties of self-handicapping scale as a suitable tool for measuring the self-handicapping.Method:The population was all of Tehran’s university students that 520 people were selected as a sample from the universities of AllamehTabataba’i, Tehran, south branch of Payam-e-Noor & south branch of Islamic Azad University in various fields through purposive sampling. The research tool wasself-handicapping scale (Jones, &Rhodewalt 1982).For studding the psychometric properties of self-handicapping was determined the content validity, construct validity and reliability of this scale.Results:The content validity of this scale was confirmed by 5specialists. In exploratory factor analyze supported three factor solution. Confirmatory factor analysis results indicated that the three-factor model fit the data. Internal consistency of the factors and scale was quite high and also item analysis showed high internal consistency between the items and scale. The reliability of scale was obtained 0.918 using the Cronbach'salpha method and 0.767 using the spilt-half method. Conclusion:Self-handicapping scale has good psychometric properties for college Students. Reliability of this scale was very high and Three-factor model proposed in the research has good construct validity and Helps researchers that can using this instrument for measuring the self-handicapping in the college students.
