Quarterly of Educational Measurement

Abstract The rapid adoption of ChatGPT in academic settings has raised concerns about its impact on learning and research. This study aimed to investigate the factor structure and psychometric properties of the Persian version of the ChatGPT Usage Scale in postgraduate students. In this descriptive survey study, 350 students (179 females and 171 males) from Shahid Beheshti University were selected using convenience sampling method and responded to the ChatGPT Usage Scale (Nemt-allah et al., 2024), the Self-Directed Learning Scale (Lounsbury & Gibson, 2006) and the Brief Regulation of Motivation Scale (Kim et al., 2018). The results of the confirmatory factor analysis statistical method empirically supported the three-factor first-order structure of the ChatGPT Usage Scale, which includes, academ‌ic writing aid, academic task support and reliance and trust. Also, the correlation between the ChatGPT Usage Scale with Self-Directed Learning ability and Regulation of Motivation in postgraduate students supported the criterion validity of the scale. The internal consistency coefficients of the ChatGPT usage subscales were obtained using Cronbach's alpha method and were acceptable. Overall, the results of this study, by replicating the three-factor structure of the ChatGPT Usage Scale in Iranian university students, while defending the validity of its underlying theoretical perspective, provided convincing evidence in support of the acceptability of the technical, validity, and reliability characteristics of the Persian version of the scale.

Abstract Until now, various tools have been used to measure resilience, but most of them have been designed in accordance with the views of Western societies on this component. The present study aimed to investigate the psychometric properties of the 9-item resilience inventory for non-clinical populations, which is based on the perspective of Eastern societies on resilience. In this study, the statistical population included all teachers working in public schools of Markazi Province during the 2023–2024 academic year, of whom 302 teachers completed the 9-item Resilience Inventory (RI-9; Wongpakaran et al., 2023), the Brief Resilience Scale (BRS; Smith et al., 2008), and the Anxiety subscale of the Depression, Anxiety, and Stress Scale (DASS-21; Lovibond & Lovibond, 1995) through an online survey. Reliability was assessed using Cronbach's alpha and McDonald's Omega, while validity was evaluated through convergent validity, concurrent validity, and confirmatory factor analysis. The results of the factor analysis confirmed the single-factor structure of the original version and the data fit of this inventory in the Iranian sample, and the convergent and concurrent validity were also adequate (p < 0.001). Furthermore, Cronbach's alpha (α = 0.87) and McDonald's omega (Ω = 0.87) coefficients indicated the instrument's reliability. The findings suggest that the Persian version of the 9-item Resilience Inventory demonstrates acceptable validity and reliability, making it a suitable instrument for research and educational purposes.

Abstract Given the intergenerational changes in current societies, it is important to have an appropriate tool to examine the personal values of adolescents in order to identify and meet their needs.Therefore, this study investigated the psychometric properties of the Personal Values Questionnaire and its relationship with personality organization in adolescents residing in Tehran during the2023-2024academic year.This research was fundamental in purpose and descriptive in methodology. The target population comprised all secondary school adolescents in Tehran during the 2023-2024academic year. A multi-stage cluster random sampling technique was employed, resulting in a sample of 356 adolescents. The sample individuals responded to the 21-item Personal Values Questionnaire(PVQ)by Schwartz et al.(2001)and the37-item Inventory of Personality Organisation (IPO) by Kernberg (2001).Data analysis was conducted using confirmatory factor analysis(CFA), Cronbach's alpha, Pearson correlation coefficients, and regression analysis, performed within AMOS24 software.The results indicated that the items within each of the ten components of the PVQdemonstrated acceptable capacity to measure their respective constructs, and that each component also exhibited acceptable capacity to measure the four higher-order dimensions of personal values.In the results of confirmatory factor analysis, it was found that the items of each of the ten components of the Personal Values Questionnaire have acceptable power to measure those components and each of the components also has acceptable power to measure the four dimensions of personal values (protection, self-enhancement, openness to change, self-transcendence)(df/2=2.39, CFI=0.917, GFI=0.918, AGFI=0.868 and RMSEA=0.062).It was also found that the correlation coefficients between the components of the Personal Values Questionnaire and the components of personality organization are negative and significant. Based on this finding, it can be said that the Personal Values Questionnaire has concurrent validity. According to the results of the present study, it can be said that the PVQ is a suitable tool for examining the personal values of adolescents in Iranian society.

Abstract Although the shift toward competency-based pedagogies in the educational landscape has prioritized the development of higher-order thinking skills for learners, the lack of access to tools for measuring valued skills within emerging 21st-century curricula is undeniable. Therefore, this study was conducted with the aim of validating the short instrument for measuring students’ confidence in key skills (Bray et al., 2020) among adolescent boys and girls. A total of 515 adolescents (210 boys and 315 girls) responded to the SICKS (the Short version of the Instrument for measuring students’ Confidence with Key Skills; Bray et al., 2020), the Students’ Perceptions of Pedagogy for 21st-Century Learning scale (Bray et al., 2023), and the Self-Directed Learning Scale (Lounsbury & Gibson, 2006). The results of the confirmatory factor analysis showed that the short instrument for measuring students’ confidence in key skills had good factorial validity, with a structure comprising six factors: collaboration, interaction, critical thinking, self-direction, creativity and innovation, and the use of technology for learning. Additionally, the results regarding the correlation between the dimensions of students’ confidence in key skills and learners’ perceptions of 21st-century pedagogical approaches and self-directed learning supported the convergent validity of the instrument. Furthermore, acceptable internal consistency coefficients supported the reliability of the Persian version of the assessment tool. Overall, the results of this study not only support the conceptual foundations of the short instrument for measuring students’ confidence in key skills for the 21st century but also affirm its technical validity and reliability.

Abstract The aim of this research was to identify the psychometric properties of the Persian version of the health behavior motivation scale in a sample of the Iranian population. For this purpose, 350 adults of Tehran city were selected in an accessible manner and completed the translated health behavior motivation scale, marital satisfaction questionnaire and psychological well-being questionnaire. Data were analyzed using exploratory factor analysis, Pearson correlation test and Cronbach's alpha calculation. The results showed that this questionnaire has acceptable face validity and convergent validity, and its reliability is also acceptable based on Pearson's correlation test and Cronbach's alpha. Therefore, it seems that this tool can be used for research and clinical uses in Iranian society.
The aim of this research was to identify the psychometric properties of the Persian version of the health behavior motivation scale in a sample of the Iranian population. For this purpose, 350 adults of Tehran city were selected in an accessible manner and completed the translated health behavior motivation scale, marital satisfaction questionnaire and psychological well-being questionnaire. Data were analyzed using exploratory factor analysis, Pearson correlation test and Cronbach's alpha calculation. The results showed that this questionnaire has acceptable face validity and convergent validity, and its reliability is also acceptable based on Pearson's correlation test and Cronbach's alpha. Therefore, it seems that this tool can be used for research and clinical uses in Iranian society.
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Abstract This study aimed to validate the psychometric properties of the Multidimensional Awareness Scale (MAS) in an Iranian population. Given the significant role of present-moment awareness and meta-awareness of thoughts and emotions in mental health, establishing reliable measurement tools is essential for research and clinical applications. The research utilized a descriptive psychometric design and sampled 200 residents of Tehran using a convenience sampling method. Data collection involved administering the Persian version of the MAS-which was translated and back-translated-alongside the Experience Questionnaire (EQ) in a digital format. Data analysis was conducted using confirmatory factor analysis (CFA), Pearson’s correlation, and Cronbach’s alpha, utilizing SPSS 24 and AMOS software. Results from the CFA indicated that the three-factor structure of the MAS-comprising meta-awareness, decentered awareness, and external awareness-exhibited acceptable fit indices consistent with standard criteria. Convergent validity was supported by a significant correlation with the EQ (r = .43). The average variance extracted (AVE) for each subscale-meta-awareness, decentered awareness, and external awareness-was 0.50, 0.54, and 0.51, respectively. Internal consistency reliability of the total scale was satisfactory, with a Cronbach’s alpha of 0.71. In conclusion, the Persian version of the MAS demonstrates acceptable psychometric properties within the Iranian context, indicating its suitability for assessing individuals’ awareness levels. This scale can be effectively utilized in research and clinical settings to evaluate individual differences in awareness related to psychological and therapeutic interventions.

Abstract Evaluating Egocentrism in various aspects of life is crucial for diagnosis and treatment across all age groups. Due to the absence of a standardization tool in Iran to measure this psychological construct, this study was conducted to investigate the psychometric properties of the Persian version of the egocentism scale in students of Shahid Chamran University of Ahvaz. In order to normalize the egocentrism scale, a translation and reverse translation method was used to prepare the scale. A total of 300 male and female students were selected from the undergraduate student population of Shahid Chamran University of Ahvaz during the academic year 2022-2023. The selection was done using a multi-stage cluster random sampling method. These people completed Tajmir Riahi et al.'s egocentrism scale (2022), Ames et al.'s (2006) narcissistic personality questionnaire, Machiavelli's egocentrism dimension questions of Surman's revised antisocial personality disorder questionnaire (2016), and Davis' empathy questionnaire (1983). Data analysis was done using Cronbach's alpha coefficient, Pearson's correlation coefficient, and exploratory factor analysis using SPSS software version 26. Also, Pearson's correlation coefficients showed that the egocentrism scale has appropriate and acceptable convergent and discriminant validity. Also, the results of exploratory analysis showed that only the extracted factor explains 55.70% of the variance. On the other hand, the results showed that there is no significant difference between male and female students in terms of egocentrism. In general, the findings of the present study showed that the Persian version of the egocentrism scale is a suitable tool for evaluating students' egocentrism.

Abstract The present study examined the psychometric properties of the Time Perception Questionnaire and its relationship with executive functions (working memory and organization) in children with attention-deficit/hyperactivity disorder (ADHD) in Tehran during the 2023–2024 academic year. This research was basic in purpose and descriptive-correlational in method. A sample of 264 children with ADHD was selected using convenience sampling. Data were collected using the Quartier (2008) Children's Perception of Time Questionnaire and the Gioia et al. (2000) Behavior Rating Inventory of Executive Function. Data were analyzed using confirmatory factor analysis, Cronbach's alpha, and Pearson's correlation and regression analyses in AMOS-24 software. Data were analyzed using confirmatory factor analysis, Cronbach's alpha, and Pearson's correlation and regression analyses in AMOS-24 software. The results of the confirmatory factor analysis confirmed the five-factor structure of the questionnaire (anticipation, goal attainment duration, temporal sequencing, time orientation, and mental estimation of duration), with excellent model fit indices: χ²/df = 1.52, CFI =.912, GFI =.905, AGFI =.856, and RMSEA =.045. A positive and significant internal correlation was also found among the components of time perception. Furthermore, correlation coefficients between the five components of the time perception questionnaire—as well as its total score—and the two components of executive functions (working memory and organization) were positive and significant. These results provide evidence for the questionnaire's convergent validity. Based on the findings of the present study, the time perception questionnaire can be considered a valid and suitable tool for assessing time perception in children with attention-deficit/hyperactivity disorder.

Abstract This study examined the psychometric properties of the General Attitude toward Artificial Intelligence Scale (GAAIS) in an Iranian sample. The research followed a descriptive survey design, and 414 participants were selected through convenience sampling. Data were collected using the General Attitude toward Artificial Intelligence Scale (Shepman & Radway, 2020) and the Technology Readiness Scale (Chen et al., 2014). To analyze the data, this study employed descriptive statistics, Pearson correlation tests, Cronbach’s alpha coefficients, and confirmatory factor analysis (CFA). The CFA results supported a two-factor structure (positive attitude and negative attitude toward AI). Pearson correlation analyses revealed significant positive relationships between both subscales of the General Attitude toward AI Scale and the four subscales of the Technology Readiness Scale, supporting concurrent validity. Test-retest reliability was assessed through two administrations, yielding correlation coefficients of 0.69 and 0.74, confirming good temporal stability. These findings demonstrate that the General Attitude toward AI Scale is a valid and reliable measure for assessing this construct in Iranian populations.

Abstract The purpose of this study was to investigate the psychometric properties of the Response to Sexual Rejection Scale (RSRS) in married women in Ardabil. The statistical population consisted of all married women in Ardabil. Participants were selected using convenience sampling and individually completed the sexual rejection scale. Data analysis included internal consistency reliability and confirmatory factor analysis (CFA), conducted using SPSS 25 and LISREL 8.8. The internal consistency results indicated good scale reliability, with Cronbach’s alpha values for the four factors as follows: resentment (0.83), uncertainty (0.86), and temptation (0.83). CFA fit indices supported the scale’s validity, with excellent model fit: CFI = 0.98; RFI = 0.96; NNFI = 0.98; RMSEA = 0.062. These findings suggest that the RSRS is a reliable and valid tool for measuring responses to sexual rejection in married women.

Abstract Considering the importance of coping strategies and the preference of respondents and researchers for short and comprehensive forms of measures, in the present study, the psychometric properties of the brief questionnaire of situational coping strategies were investigated and adapted. According to the objectives and subject, the method of this research is descriptive and of the type of factor analysis studies. The statistical population was all the students of the universities of Mashhad city, and 660 individuals were selected from this population by multi-stage cluster sampling. The participants responded to measures including Situational Coping Strategies Brief Questionnaire (SCSBQ-28), Ryff Psychological Well-being Scale (RPWS-18) and Single-Question Life Satisfaction Scale (SLSS-1). In the following, 47 participants were identified as incomplete and outlier data. Therefore, the final sample of the study was 613 participants. The results confirmed the 14 factors of the of situational coping strategies brief questionnaire. Convergent and divergent validity were also reported regarding the dimensions and the whole questionnaire with psychological well-being and life satisfaction. Cronbach's alpha of dimensions between 0.63 and 0.86 and the whole questionnaire was calculated as 0.76, which is good. Therefore, researchers and clinicians can use this questionnaire in scientific studies and clinical investigations, considering the fourteen dimensions, comprehensiveness, and shortness of this tool compared to similar tools while being comprehensive.

Abstract Considering the significance of evaluating adolescent and family empowerment programs using appropriate measurements, the purpose of this study was to assess the psychometric properties of the Persian version of the self-report tool and parent and teacher reports of the Family Strengthening Program (ages 10-14). The present study was an applied research study when it came to purpose and used survey-descriptive methods to collect its data. The statistical population included the Iranian adolescents who were studying in the second elementary school (grades four, five and six). The sample consisted of 691 adolescents (331 boys, 360 girls) and 691 parents (334 fathers, 357 mothers), who were selected via cluster random sampling. The survey tools used to collect data were the Adolescent Person Survey Questionnaire, Parent / Guardian Survey Questionnaire, Ability and Problems Questionnaires (Teacher, Parent, and Adolescent versions), and School Quality of Life Scale. Moreover, exploratory and confirmatory analysis revealed a single factor for the Parents and Adolescents Questionnaire. Simultaneously, the validity of the instruments was acceptable. Therefore, it's fair to conclude that these tools possess appropriate psychometric properties to assess the family strengthening program.

Abstract Narcissism is a condition that impairs interpersonal relationships and experiences, thinking, feelings, and inclinations. Timely and accurate diagnosis of the disorder is crucial for successful psychological interventions. Numerous assessment tools have been developed in accordance with this need, each with its own strengths and shortcomings. The goal of this study was to examine the psychometric characteristics of the Sherman Short-Form Five-Factor Narcissism Scale (FFNI-SF), specifically among the university student population. A sample of 576 students from various academic levels of three universities (Allameh Tabataba’i University of Technology, Tehran University, and Amirkabir University of Technology) completed the FFNI-SF, Pathological Narcissism Inventory (PNI), and Narcissistic Personality Inventory (NPI). The psychometric analysis yielded favorable results, with the internal consistency index of the scale, Cronbach's alpha, registered at a satisfactory value of 0.87. The test-retest reliability of the whole scale, measured at three-week intervals, resulted in a value of 0.88 and the test-retest coefficients of the subscales ranged from 0.55 to 0.81. These outcomes indicate satisfactory internal consistency and stability. Furthermore, the test's validity was demonstrated with the overall correlation value of the scale score with two instruments (PNI and NPI), respectively, of 0.52 and 0.53, indicating adequate convergent validity. Based on the analyses performed using confirmatory factor analysis (CFA), the questionnaire demonstrated adequate construct validity, indicating its suitability for use by experts in assessing narcissistic traits. Overall, the results revealed the validity and reliability of the Iranian version of the scale, justifying its application to evaluate narcissistic personality traits.

Abstract Academic environments are characterized by high levels of emotion. In an emotion-driven environment where emotions are related to other factors affecting academic performance, emotion regulation is essential. Therefore, it is essential to develop an instrument to evaluate emotion regulation strategies for students to employ in academic environment; hence, this study aims to analyze the psychometric features and factor structure of Persian version of Academic Emotion Regulation Questionnaire (AERQ) to evaluate emotion regulation strategies of university students. This study was descriptive and correlational studies. The research method was descriptive of correlation type. The statistical population consisted of all university students of Tehran universities. A total of 250 university students were selected as sample members by available sampling method. The Academic Emotion Regulation Questionnaire (Burić et al., 2016) was implemented along with the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008). After excluding incomplete questionnaires and outliers 219 questionnaires remained. The questionnaire reliability was measured through Cronbach’s alpha for internal consistency and the retest method. The confirmatory factor analysis and criterion validity were employed to analyze the questionnaire validity and standard scores for each range of scores were reported. All eight components of the original version were confirmed in the factor analysis. In the criterion validity, the variance explained by AERQ components was significant. Consisting of 37 items and 8 components, the Persian version of the AERQ has acceptable reliability and validity and can be utilized for research purposes.

Abstract Phubbing is an emerging phenomenon in the world that has become more prominent in modern societies with the development of smartphones. With a practical purpose, this study has tried to standardize the phubbing Phenomenon Questionnaire and study and identify this phenomenon. The research method was correlational and its statistical population included the general population of users of smartphones and virtual networks. The sample size of the present study includes 408 people who were sampled by online questionnaires. In this study, the general phubbing scale (Chotpitayasunondh & Douglas, 2018), and the mobile phone addiction scale (Savari, 2014), and exploratory and confirmatory factor analysis were used to analyze the data. The findings of this study showed good validity and reliability for the phubbing General Scale Questionnaire. Also, the convergent validity between phubbing General Scale Questionnaire and Mobile Phone Addiction Questionnaire was 0/77. Based on the results, the phubbing General Scale Questionnaire can be used by the general population of Iran.

Abstract Abstract
Changes in the lives of the elderly can have profound effects on the lives of the elderly and their mental health. If one is flexible and adaptable, one can cope more with these changes. The present study was conducted to investigate the psychometric properties of the Distress Tolerance Scale (DTS) in the elderly. The present study was applied in terms of purpose and descriptive in terms of method. The statistical population of the present study included the elderly in the empty nest in Tehran in 2021. Among them, 278 eligible people who volunteered to participate in the study were selected as a sample by the sampling method and the Simmons and Gaher distress tolerance questionnaire (2005) responded. The results of exploratory factor analysis using the principal components method, in addition to the general factor of anxiety tolerance, confirmed four factors (tolerance, absorption, evaluation and regulation) for the anxiety tolerance questionnaire. Cronbach's alpha coefficient was used to evaluate the reliability of the questionnaire and confirmatory factor analysis was used to determine its factor validity. The results showed that the questionnaire has an acceptable internal consistency and the reliability coefficients of the distress tolerance questionnaire are between 0.64 and 0.82. Also, the total reliability coefficient of the questionnaire is equal to 0.89. Confirmatory factor analysis was also used to determine factor validity. The results of confirmatory factor analysis confirm that the structure of the questionnaire has an acceptable fit with the data and all goodness indicators of the fit confirm the model. Therefore, considering the desirable psychometric properties, this questionnaire is a suitable tool for determining Distress Tolerance tolerance.

Abstract The present study aims to evaluate the psychometric properties of the Persian version of the PERMA-profiler in students. The research is descriptive correlational and applied. The statistical population of the study was university students of different educational levels with Internet access in academic year of 2019-2020, the sample size was 568 (385 females, 183 males) and the sampling method was convenience sampling. The research instruments were PERMA-profiler, Ryff's Scales of Psychological Well-being (RSPWB-18), Satisfaction with Life Scale (SWLS) and Depression, Anxiety, and Stress Scales (DASS-21). First, the questionnaire was translated and its content and face validity were examined. Data was collected by an online questionnaire. Construct validity was assessed by CFA and the 5-factor structure of the questionnaire was confirmed. The correlation of the questionnaire with RSPWB-18, SWLS, and DASS-21, indicated the appropriate convergent and divergent validity of the construct. The internal consistency of the instrument with Cronbach's alpha and Guttmann coefficients was evaluated suitable for the subscales and the total score (0.66 to 0.95), and the test-retest with high coefficients (0.74 to 0.86) showed the stability of the instrument. Finally, based on the results of this study, PERMA-profiler has good validity and reliability for use in the student community.

Abstract Diagnosing and assessing of Social Media Disorder is a critical and difficult process in mental health of teens because this phenomenon has numerous negative behavioral and psychological consequences on teens. The aim of present study was to investigate psychometric properties of Social Media Disorder in Iranian teens.This research was a cross-sectional descriptive study. In this study, 550 teenagers in Tehran were selected by multi-stage cluster sampling. Data was collected using, distress questionnaire (DASS-21), self-esteem and Internet addiction questionnaire . Confirmatory factor analysis in principal component method was used for data analysis. The results showed that Social Media Disorder inventor has sufficiently reliability and validity. Also, factor analysis showed that 26 items and 9 factors were best question for assessing psychological maltreatment. Thus, considering that Social Media Disorder inventor is an appropriate instrument for assessing and measuring Social Media Disorder during childhood,using this inventory is recommended for epidemiological research on Social Media Disorder during childhood and clinical screening

Abstract The purpose of this study was to evaluate the psychometric properties of the Metacognitive Awareness Inventory and its relationship to Achievement Goals between female’s secondary school students in Shahriyar city. From statistical population consisted of 10500 high school female students of Shahriyar Secondary Schools in 97-98 academic year with a sample size of 561 by multistage random sampling and responded to the Schraw and Dennison (1994) meta-cognitive awareness questionnaire and the Elliot and McGregor (2004) achievement goals questionnaire. To evaluate the reliability of the metacognitive awareness questionnaire, using a T-test method on 53 subjects over two three-week intervals, the coefficient α = 0.79 for the whole questionnaire and α = 0.82 for the scales and subscales. It was achieved to indicate the characteristic of test stability over time. In addition, the results of the validity of the questionnaire with Cronbach's alpha method on a sample of 561 individuals, for the whole questionnaire was α = 0.82 and for the subscales and scales α = 0.84 indicating internal consistency of the question. Eight factors were obtained to investigate the construct validity using exploratory factor analysis, consequently confirmatory factor analysis, it was found that the instrument had an acceptable fit. In order to investigate convergent validity, the factors obtained from exploratory factor analysis were analyzed. The results show that the factors of the questionnaire have good convergent validity, that is, they measure what they need to measure. Concurrent validity confirmed the correlation between the metacognitive awareness questionnaire and achievement goals.

Abstract The aim of this study was to investigate the psychometric properties of the brief school belongingness scale at Iran students sampling. The study was descriptive survey. The study population included all high school students in the second period Parsabad city (Ardabil province) in academic year of 2018, that selected across of there using random cluster sampling 348 finaly scale of 332 was analys abilty. For collective data using from brief school belongingness scale (2016) and brief adolescents’ subjective well-being in school scale (2014). Results confirmatory factor analysis, principle factor brief school belongingness scale, two factor school acceptance and school exclusion determined for brief school belongingness scale. Results pearson correlation coefficients for investigated concurrent validity brief school belongingness scale showed that across of namber at subscales brief school belongingness scale with two component brief adolescents’ subjective well-being in school scale, there is positive and significant correlation. Internal consistency brief school belongingness scale cronbachs alpha coefficients and with correlation coefficients 0/73 to 0/77 confirmatoried. test-retest reliability brief school belongingness Scale and with correlation coefficients 0/67 to 0/76 for total scale and subscales confirmatoried. The results brief school belongingness scale for assessing this construct at Iran students sample from validity and reliability.

Abstract Diagnosing and assessing of psychological maltreatment is a critical and difficult process in clinical and educational psychology, because this phenomenon has numerous negative behavioral and psychological consequences on victims. The aim of present study was investigate psychometric properties of psychological maltreatment inventor. This research was a cross-sectional descriptive study. In this study, 300 patients with major depression disorder attending to Sediq Psychiatry Center in Lorestan Province were selected by convenience sampling in November to February 2013. Data was collected using a demographic questionnaire, Psychological maltreatment Inventory (AMI-24) and child abuse self-report scale. Confirmatory factor analysis in principal component method was used for data analysis. The results showed that psychological maltreatment inventor has sufficiently reliability and validity. Also, factor analysis showed that 23 items and 5 factors were best question for assessing psychological maltreatment. Thus, Considering that psychological maltreatment inventor is an appropriate instrument for assessing and measuring psychological maltreatment during childhood are recommended using of this inventory for epidemiological research on psychological maltreatment during childhood and clinical screening.

Abstract According to various cognitive models of emotional disorders, anxious and depressed individuals always give priority to negative information rather than positive and neutral ones. Moreover, tests and treatments designed to modify interpretation bias take advantage of limited tools developed in this respect. The Ambiguous Scenarios Test (AST) is also a pragmatic one to measure interpretation bias in clinical situations. Thus, the purpose of this study was to examine the psychometric properties of the Ambiguous Scenarios Test (AST) in Iranian society and formulate it for application in research on interpretation bias relevant to depression. To this end, a total number of 240 university students (61 boys and 179 girls) enrolled at the University of Hormozgan were selected using simple random sampling method. The psychometric properties of the test were similarly examined using exploratory factor analysis, ROC curve, test-retest method with two-week interval, calculation of Cronbach’s alpha coefficient, correlation with mood states, diagnosis of people with high and low moods, and correlation with scores of the Dysfunctional Thoughts Scale. Cronbach’s alpha coefficient for the entire test and the correlation coefficient for the test-retest method with two-week interval were 0.78 and 0.72; respectively. The correlation between the given test and the Dysfunctional Thoughts Scale was equal to -0.57 and the correlation coefficient between group membership and the Ambiguous Scenarios Test (AST) was 0.38. Overall, the results showed that the given test was endowed with proper internal consistency, validity, and reliability and it could also distinguish individuals with negative interpretation bias from those with positive one.

Abstract Emotions are vital phenomenons in each organism and regulating those emotions is an important issue for mental health and well-being. In another hand, human beliefs affect his life and this point of view make “Self-efficacy” an important construct. Considering the great importance of self-efficacy beliefs in emotion regulation across students’ life span, the present study was aimed to investigate the psychometric properties of the Regulatory Emotional Self-efficacy Scale (RESE) which was designed by Bandura & colleqgues. Participants were 291 high-school students in Shiraz. They were selected based on stratified-cluster sampling. 160 girls and 130 boys filled the ERAS. To investigate the construct validity of the questionnaire exploratory factor analysis with Varimax rotation was performed using SPSS (V. 20). Measures of sampling adequacy were satisfying. EFA revealed two factors, perceived self-efficacy in managing negative emotions & perceived self-efficacy in expressing positive emotions which explain 36 percent of variance. In addition, the obtained Chronbach’s alpha was 0.70 and it was revealed that RESE is reliable to be used in Iran. For second order factor analysis, confirmatory factor analysis was performed using AMOS. The results indicated two subscales of regulating negative emotions factor and it was the same with the source model. In general, the results revealed that regulatory emotional self-efficacy scale is a reliable and valid measure to be used for Iranian high-school students and it can be use for clinical and research purposes.

Abstract  

Studies of internationalmathematics achievement such as the Trends in Mathematicsand Science Study (TIMSS) have employed classical test theory and item responsetheory to rank individuals within a latent ability continuum. Although these approacheshave provided insights into comparisons between countries, they have yet toexamine howspecific attributemastery affects student performance and howthey canprovide information for curricular instruction. In the 2007 administration of TIMSS,two benchmark participants—Massachusetts andMinnesota—were tested followingthe same procedural methods, providing an opportunity for comparison within andacross the United States. Overall comparison of their performance showed Massachusettsand Minnesota to significantly outperform the United States. However,this article shows that there is a greater wealth of fine-grained information that canbe translated directly for classroom application at the attribute level when a cognitivediagnostic model (CDM) such as the deterministic, inputs, noisy, “and” gate (Junker& Sijtsma, 2001) model is used. Results showed a significant disparity betweenproportions of correctly answering and mastering skills required to solve an item.Advantages ofCDMsare discussed aswell as a CDM-basedmethod to filter distractorresponse categories that can aid instructors to diagnose a student’s attribute mastery.

 

Abstract Objective: The present paper aims at investigating psychometric properties of Social Emotional Learning Scale (SELS) among a sample of 4th and 5th grade Iranian male students. Statistical Population: The statistical population consisted of all 4th and 5th grade male students of elementary schools who studied in schools of Isfahan during the school year 2010-2011. To do so, 380 students of Isfahan elementary schools were selected using multistage random cluster sampling method and were asked to fill out social emotional learning questionnaire. The SELS is a self-report questionnaire made up of 20 items, which assesses three criteria: self-regulation (SR), peer relationships (PR), and task articulation (TA). The data were analyzed using confirmatory factor analysis. Results: Cronbach’s alpha coefficient for the total scale and its subscales were 0.85 (total), 0.71 (SR), 0.83 (PR) and 0.79 (TA). The confirmatory factor analysis also confirmed the accuracy of the three factors (task articulation (TA), peer relationships (PR), and self‌regulation (SR)). The results suggested that SELS is a three-factor, reliable tool for assessing and evaluating dimensions of social emotional learning among elementary students.