Seyedeh Khadijeh Amirian; Mansoure Hajhosseini; Mina Nezami; Simin Ebrahimi
Abstract
The aim of this study was to validate the student discussion engagement scale among students of the University of Tehran. The student discussion engagement scale, conceptualizes discussion in the form of a group question and answer that requires an understanding of the overall atmosphere of a class and ...
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The aim of this study was to validate the student discussion engagement scale among students of the University of Tehran. The student discussion engagement scale, conceptualizes discussion in the form of a group question and answer that requires an understanding of the overall atmosphere of a class and the participation of individuals who enhance/facilitate/boost the engagement of others. The scale assesses students' behavior and experiences in the classroom in four areas, namely their skills, self-confidence, openness to discussion, and perception of the overall atmosphere. The study included 403 students of the University of Tehran from different study areas and stages, who were selected through random sampling. The students were asked to fill out a survey online, which included questions about discussion engagement, academic engagement, general self-efficacy (GSES), and the classroom learning environment (CLC). The data were examined in several steps, including item analysis, exploratory factor analysis, confirmatory factor analysis, convergent validity, divergent validity, and reliability. This was done in order to ensure that the analysis produces accurate and reliable results. The item analysis revealed that all items were adequate in terms of the descriptive criteria. The exploratory factor analysis identified four factors after removing two items. This suggests that there are four underlying factors influencing the students' engagement in classroom discussions. The confirmatory factor analysis also supported the factor structure identified in the exploratory factor analysis. This suggests that the Student Discussion Engagement (SDE) scale has convergent validity, divergent validity, and good reliability. This means that the scale can reliably and accurately measure students' engagement in classroom discussions.
Ladan Araghi; Azadeh Taheri; zahra joz ramazani; afrooz abas pour; Mohammad Hossien Zarghami
Abstract
Abstract: The foundation of network data analysis in psychometrics rests on particular theory, special ontological assumptions and particular methodology. Therefore it is possible to call network analysis as an independent paradigm with given techniques for data gathering and data analysis. This study ...
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Abstract: The foundation of network data analysis in psychometrics rests on particular theory, special ontological assumptions and particular methodology. Therefore it is possible to call network analysis as an independent paradigm with given techniques for data gathering and data analysis. This study introduces the analysis of network data as a psychometric-mathematical technique, and its use in questionnaire item analysis. To achieve this goal, data gathered from implementation of a self-made questionnaire on 1000 Tehran's high school students. The questionnaire was made based on occupational-personality Holland theory. Researchers analyzed questionnaire’s items according to conventional methods (classical test theory, item response theory and factor analysis) and proposed method (network data analysis). Comparison of the results shows that a complete conformity between conventional methods final outputs and the outputs from network data analysis. Therefore, psychometricians can use network data analysis independently or alongside conventional methods to analyze questionnaires items. Advantages of such a method are simplicity, accuracy, being virtually and integrity.
