Hamid Alizadeh; koroosh esmaeeli; fariba soheili
Abstract
The aim of this study was to evaluate the psychometric characteristics (reliability and factorial structure) of Social Interest Scale for Iranian Children (SISIC) based on Adler’s theory. From different cities in Iran, and through a multi-stage cluster random sampling method, 290 children were ...
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The aim of this study was to evaluate the psychometric characteristics (reliability and factorial structure) of Social Interest Scale for Iranian Children (SISIC) based on Adler’s theory. From different cities in Iran, and through a multi-stage cluster random sampling method, 290 children were recruited as statistical sample. The scale was answered by parents of children. Confirmatory factor analysis to evaluate factorial structure was used. In order to evaluate reliability, the Cronbach's alpha coefficient was used.The results of indicators of fitness showed that the proposed model is suitable. And second order factorial structure with four subscales of social interest scale (Responsibility-task doing, Relationship with people-empathy, Confidence-Assertive, Equality vs. Inferiority-superiority) had acceptable fit with the data. Cronbach's alpha for the four mentioned subscales as well as the total score was obtained: 89.0, 85.0, 72.0, 83.0 and 92.0. This indicates that this scale has an acceptable internal consistency. Gender comparison displayed that the girls had higher scores in the Social Interest scale, and also in responsibility-task doing, and Equality vs. Inferiority-Superiority. Accordingly, we can suggest that SISIC is a reliable and valid instrument to evaluate Social Interest in Iranian children ageing 4-12.
K zahrakar; K Karami; K bozorgmanesh
Abstract
Background: In recent years research in the field of positive psychology has increased. The ultimate goal this approach is the identification of structures and practices that provide for human well-being. Thus, the psychometric properties of commonly used tools in the field of family resiliency is very ...
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Background: In recent years research in the field of positive psychology has increased. The ultimate goal this approach is the identification of structures and practices that provide for human well-being. Thus, the psychometric properties of commonly used tools in the field of family resiliency is very important. 0bjectives: The purpose of this study was to evaluate the psychometric properties ofthe Sixbey "Family Resilience scale (2005). Methods: In the pilot study of 30 patients and 400 primary school students in District 4 city of Karaj, 92 to 1391 academic year were selected by stratified random sampling. Completed questionnaire family resiliency. Exploratory and confirmatory factor analysis of the data using the spss and lisrel were analyzed by the software increases. Results: The results of exploratory factor analysis revealed six factors. And confirmatory factor analysis results confirmed that the questionnaire had an acceptable fit to the data and all other goodness of fit indicators confirm the model. Also survey of the reliability questionnaire, Cronbach's alpha coefficient and test-retest Obtained 0.92 and 0.88 respectively. Also the convergent validity coefficients of Family Resiliency questionnaire (Sixbey, 2005) with family functioning scale ( Family Assessment Divice version 1(FAD ), Family Assessment Divice version 2, Family cohesion scale (1381) and Connor – Davidson Resiliency Scale (2003) Obtained 0.80, 0.73, 0.65 and 0.45 respectively that be upper limit and acceptable. Conclusions: The results showed that the psychometrics properties of the scale was satisfactory and can be considered as a valid and reliable instrument used in the research of family.
somayeh jamali paghal'e; ahmad abedi
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 ...
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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.
hamide pakmehr; fatemah mirdrogi; ali ghanaei; morteza karami
Volume 3, Issue 11 , April 2013, , Pages 33-54
Abstract
Background: The importance of critical thinking disposition in educational system and curricula at levels prior to higher education is indicative of the need for a short-form tool to measure this construct.
Objective: The aim of this study was to investigate the reliability, validity and factor structure ...
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Background: The importance of critical thinking disposition in educational system and curricula at levels prior to higher education is indicative of the need for a short-form tool to measure this construct.
Objective: The aim of this study was to investigate the reliability, validity and factor structure of Ricketts' (2003) Critical Thinking Disposition Questionnaire among high school students.
Methods: In this descriptive-survey research, 472 high school students (270 girls and 202 boys) in Mashhad in the school year 2010-2011 were selected using multistage cluster sampling, who completed Critical Thinking Disposition Questionnaire. The validity of the questionnaire was assessed using content validity, construct validity and factorial validity.The reliability of the questionnaire was examined by internal consistency and split-half method.
Findings: Cronbach's alpha coefficients were calculated for all scales and subscales for both genders and all subjects with regards to favorable psychometric properties. All correlations between subscales and total scale score were significant. The results of confirmatory factor analysis indicated that the items were good fit. Moreover, the result of split-half method showed that reliability coefficient of the test was satisfactory.
Conclusion: The results of the study showed that the Persian version of the Critical Thinking Disposition Questionnaire has a good reliability and validity in Iranian society and is an appropriate instrument for assessing critical thinking disposition in high school students.
asghar minaei
Volume 3, Issue 11 , April 2013, , Pages 113-151
Abstract
Abstract
It is necessary for international tests, such as TIMSS and PIRLS, to have Structural Equivalence, also known as Structural Comparability. In other words, test items should be functionally identical for all the participant countries and groups. The present research was an attempt to examine ...
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Abstract
It is necessary for international tests, such as TIMSS and PIRLS, to have Structural Equivalence, also known as Structural Comparability. In other words, test items should be functionally identical for all the participant countries and groups. The present research was an attempt to examine the structural comparability of TIMSS 2007 8th-Grade Science Test and differential functioning of its items among Iranian and American students, as well as the effect of items with differential functioning on the performance of Iranian students. A combination of confirmatory factor analysis and Item Response Theory was used to analyze the data and answer research questions. The results of factor analysis indicated that the science test had structural comparability between the two groups. This finding suggests that both Iranian and American students use an identical conceptual framework to answer the test items. However, the results of differential item functioning analysis indicated that 62% of TIMSS 2007 8th-Grade Science Test items had differential functioning against Iranian students. In short, the poor performance of Iranian students in TIMSS 2007 Science Test cannot be attributed to differential item functioning, and the causes should be sought elsewhere. Ministry of Education officials and administrators should try to teach the key concepts of any field in an interrelated manner and to cultivate divergent and multidimensional thinking skills and ability in students by preparing appropriate educational contents. Moreover, attempts must be made to distance the system from the traditional method of teaching, which mainly consisted of theoretical lectures, and involve students in practical and laboratory activities.
maryam moghadasin; mohammad reza falsafi nejhad
Volume 3, Issue 10 , January 2013, , Pages 103-138
Abstract
Two important objectives for measuring the variable in behavioral an dcomplex causal relationships between variables. Beasurement asks about what is measured by observed variables ? and how ew can determine the validity and reliability of variables? The latter responds to this question: since the variables ...
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Two important objectives for measuring the variable in behavioral an dcomplex causal relationships between variables. Beasurement asks about what is measured by observed variables ? and how ew can determine the validity and reliability of variables? The latter responds to this question: since the variables are not directly observable and measurable and only reflected in observed variables with measurement error how complex causal relatonships between these variables can be inferred? How the relationships between latent variables can be measured? In response to these kinds of question are evaluated by the measurement model and that of the second one are evaluated by the structural function model.
gholamreza rajabi; sona karju kasmai
Volume 3, Issue 10 , January 2013, , Pages 139-158
Abstract
Background: the beck depression inventory second edition is a revision of the depression questionnaire and a widely used self report measure of depressive symptoms in clinical and non clinical populations. Objective: the purpose of the present study was to investigate psychometric properties of the Persian ...
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Background: the beck depression inventory second edition is a revision of the depression questionnaire and a widely used self report measure of depressive symptoms in clinical and non clinical populations. Objective: the purpose of the present study was to investigate psychometric properties of the Persian version of the beck depression inventory second edition among students of shahid chamran university and ahvaz university of medical sciences. Methods: using random multi stage sampling method 468 subjects were selected among the studerts of the mentioned universities in the educational year 89-90. Results: the results of the factor analysis and varimax rotation were indicative of the two factors: cognitive affective and negative attitude somatic symptoms.
rahim badri gargari; javad mesr abadi; maryam palangi; rahimeh fathi
Volume 2, Issue 7 , April 2012, , Pages 171-188
Abstract
Background: Burnout among students refers to feeling exhausted because of study demands, having a cynical and detached attitude toward one’s study, and feeling incompetent as a student. Objective: This study examines the validity and the reliability of schoolburnout inventory (SBI) in high schools ...
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Background: Burnout among students refers to feeling exhausted because of study demands, having a cynical and detached attitude toward one’s study, and feeling incompetent as a student. Objective: This study examines the validity and the reliability of schoolburnout inventory (SBI) in high schools via confirmatory factor analysis. Method: This research adopted a descriptive approach. The study sample included a total of 520 (270 girls, 250 boys) adolescents, selected through random multi-cluster sampling from among high schools of Tabriz. Participants filled out a questionnaire concerning their school burnout. Findings:The results of the confirmatory factor analysis showed that the three-factor solution, compared to other models, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but had separate constructs. Finally, the concurrent validity for the School- Burnout Inventory (SBI) was found and the correlations of school engagement with each of the three dimensions of school burnout were examined: the lower their school engagement, the more exhaustion, cynicism and inadequacy they reported. Conclusion: The present study introduced the new concept of school burnout and its measurement instrument in the educational and counseling contexts.
ali Khaleghinejad; mohamad Besharat; enayat Zamanpour
Volume 2, Issue 5 , October 2011, , Pages 1-32
Abstract
Background: One of the important subjects in learning process is individual’s epistemology beliefs. These beliefs related to individual’s understanding, how to obtain and validity of knowledge and individual imagination of ability and speed for learning. Objective: This research was done ...
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Background: One of the important subjects in learning process is individual’s epistemology beliefs. These beliefs related to individual’s understanding, how to obtain and validity of knowledge and individual imagination of ability and speed for learning. Objective: This research was done with the aim of confirmatory and exploratory factor analysis of Schommer’s epistemology beliefs scale among Iranian students. Method: The method of research is correlation. Participants were 366 first grade students of high school in Baharestan town whom were selected with random cluster sampling. They answered to the 63-item of Schommer’s epistemology belief scale. The data were analyzed through first and second confirmatory factor analysis and exploratory factor analysis. Results: A first confirmatory factor analysis confirmed existing nine components and second confirmatory factor analysis confirmed that all of the bring components located in epistemology belief concept. An exploratory factor analysis executed on nine components lead to created 3 subscales: individual prejudice about understanding, person beliefs about the ability and speed for learning, and knowledge certainty. Conclusion: In sum, Schommer’s modified epistemology beliefs scale has a good reliability and validity, and we can use them to evaluate students' epistemology beliefs. .
dawood Manavipour
Volume 2, Issue 5 , October 2011, , Pages 1-17
Abstract
Background: One of the important issues related to test anxiety is its impact on students' performance. Further, having a standardized instrument to measure test anxiety is also a significant factor. Objective: The aim of the present study was to determine the psychometric properties of a Test Anxiety ...
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Background: One of the important issues related to test anxiety is its impact on students' performance. Further, having a standardized instrument to measure test anxiety is also a significant factor. Objective: The aim of the present study was to determine the psychometric properties of a Test Anxiety Inventory in university students. The purported four dimensional structures of test anxiety (Other-Referenced, Self-esteem, Worry and Blame) were tested. Method: The test anxiety inventory was given to the sample group (n=200). Dimensionality assumptions were tested using confirmatory factor analysis. The trait conception was tested separately for subscales by confirmatory factor models and a principal component factor analysis. Results: The results were supportive of the purported four-dimensional structures a (i.e., acceptable model fit) as well as of the trait conception of test anxiety. Conclusion: The test anxiety inventory has a good reliability and validity, and it can trustily be used for Iranian university students.
Naser Shirbaigi; azad hamati
Volume 1, Issue 3 , April 2011, , Pages 49-73
Abstract
his study examined the psychometric properties of a Persian translation of the Fennema-Sherman Mathematics Attitudes Scales among a sample of 400 Iranian high school students. A structural equation modeling strategy via Lisrel 8 (with item parceling procedure) was employed in estimating parameters. ...
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his study examined the psychometric properties of a Persian translation of the Fennema-Sherman Mathematics Attitudes Scales among a sample of 400 Iranian high school students. A structural equation modeling strategy via Lisrel 8 (with item parceling procedure) was employed in estimating parameters. In addition, confirmatory factor analysis was conducted to assess construct validity of the nine latent variables, with each latent variable measured by 12 observed variables. The results of this study indicate an acceptable fit between the proposed model and the observed data. From all the 108 items (measured variables), 91 items correlated with their respective factors at a reasonably strong level. In general, the Persian translation of the FSMAS has acceptable psychometric properties. The fit of the proposed confirmatory factor analytic model provides evidence for the scale’s construct validity. The sample used in the present study may be minimally representative of the general population and replication is needed. .
