Sahar Pahlavanneshan; Omid Shokri
Volume 4, Issue 16 , July 2014, , Pages 194-216
Abstract
چکیده انگلیسی Abstract The main purpose of this study was to examine the metric equivalence the Social Anxiety Scale for Adolescents (SASA, Puklek, 1997) across gender and age in a sample of adolescents. 500 adolescents for 12 to 18 years old (276 female and 224 male) completed the Social ...
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چکیده انگلیسی Abstract The main purpose of this study was to examine the metric equivalence the Social Anxiety Scale for Adolescents (SASA, Puklek, 1997) across gender and age in a sample of adolescents. 500 adolescents for 12 to 18 years old (276 female and 224 male) completed the Social Anxiety Scale for Adolescents. Multigroup confirmatory factor analysis was used to examine the factorial invariance of SASA across sex and age groups. The results of single-group confirmatory factor analysis revealed that the two-factor model of SASA consisted of apprehension and fear of negative evaluation and tension and inhibition in social contact in across sex and age groups good fit to the data. The results of multigroup confirmatory factor analysis indicated cross-group invariance of form, factor loadings, and factor variances and covariances of the SASA across sex and age groups. These findings emphasizing the psychometric equivalence of SASA indicate that factorial validity of SASA is same across sex and age groups. Therefore, these findings indicate that sex and age groups are qualitatively same in dimensional model of expression of cognitive and behavioral forms of social anxiety.
E. Zaraii Zavaraki; E. Rezaei
Volume 2, Issue 5 , October 2011, , Pages 1-36
Abstract
Background: E-teaching and e-learning as modern methods has had an evolutionary trend during the recent decades. Since e-learning environments are free from time and space, assessment of students' learning is also a challenging problem in such settings. Objective: The objective of the present study was ...
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Background: E-teaching and e-learning as modern methods has had an evolutionary trend during the recent decades. Since e-learning environments are free from time and space, assessment of students' learning is also a challenging problem in such settings. Objective: The objective of the present study was to examine the impact of e-portfolio on attitude, motivation and academic achievement of Khajeh Nasirddin Toosi University's E- Learning Center Students. Method: The research methods was quasi-experimental and statistics population included all the Khajeh Nasirddin Toosi University's e- Learning Center students who were enrolled in computer engineering course in the second semester of 1389-90 academic year . The sample comprised Two classes of data structure courses that were chosen purposively. The two classes had 50 students that due to lack of cooperation of 10 students, the sample size was 40 individuals who were randomly divided into experimental and control groups. At first, of each group, a pre-test was done in same conditions and then experimental group was exposed to the independent variable. In this way that experimental group trained with e-portfolio and control group trained with conventional method during of 2 months of semester. In order to examine the obtained variations, a post-test of the each group was taken at the end of 2 months. Descriptive and inferential statistics were used to analysis the data. Results: Tthe results showed significantly an increased attitude, motivation and academic achievement toward the examination in the experimental groups compared with the control group. Students, who were trained through e-portfolio, had a high motivation, positive attitude toward the examination and high academic achievement respectively. Conclusion: We can suggest the use of e-portfolio in e-learning as one of the modern methods in assessment.
r sohrabi; ali mirzaei
Volume 1, Issue 4 , July 2011, , Pages 1-29
Abstract
This descriptive correlation study is aimed at constructing and standardizing a test to measure personality based on Golestan Saadi. 276 students (137 female and 139 male) from Allameh Tabatabaee University were participated in this study. The questionnaire with 108 items was based on content analysis ...
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This descriptive correlation study is aimed at constructing and standardizing a test to measure personality based on Golestan Saadi. 276 students (137 female and 139 male) from Allameh Tabatabaee University were participated in this study. The questionnaire with 108 items was based on content analysis of the characteristics mentioned by Saadi in the first chapter of Golestan. In order to gathering the data, the questionnaires were filled by the students. Exploratory factor analysis by SPSS software was used to determine the numbers of the basic factors. The findings of this study confirm the questions. The calculated Cronbach Alpha coefficient was high (α= 0/96), which shows high reliability and internal consistency of the questionnaire. Construct validity (calculated by exploratory factor analysis with Varimax rotation) was also desirable. An exploratory factor analysis with Varimax rotation was administered on the questionnaires. According to the results, the final questionnaire consists of 63 items categorized in 5 basic components, including: ‘social maturity’,’ searching for connection’, ‘economical time use’, ‘kindness’ and ‘generosity’. The results also showed that discriminant validity of the questionnaire (its power for differentiating between groups) is desirable, as if two groups of healthy participants and clients of counseling centers can be distinguished by the questionnaire. On the other hand, norm tables of Z and T scores have been plotted for ’economical time use’ component separately because except for ‘economical time use’ component no difference between females and males’ mean scores were found (by independent sample t-test). Therefore, the tables were plotted generally for other components and for the total score. The criterion-related validity of the questionnaire with five factors of NEOPI-R is within acceptable limits. Cut-off point of the test was determined by calculating the confidence interval of total score and each scale of the test.
