Ali Moghadam zadeh; Hassan Gharayagh Zandi; Meysam Yavari Kateb
Abstract
Previous studies have shown that Movement Imagery ability is effective in motor performance and learning in sports and rehabilitation. Appropriate inventory for assessment of this ability in adults (e.g. MIQ-3) development and validated in Iran. However, there is currently no standard tool for using ...
Read More
Previous studies have shown that Movement Imagery ability is effective in motor performance and learning in sports and rehabilitation. Appropriate inventory for assessment of this ability in adults (e.g. MIQ-3) development and validated in Iran. However, there is currently no standard tool for using children in Iran. To address this gap, we sought to examine the psychometric properties of the Persian version of imagery ability questionnaire for children (MIQ-C). The statistical population included children from 7 to 12 years old (135 boys, 109 girls) who were selected by random cluster sampling. Results replicated that most items had good discrimination and threshold parameters and high item information values and IRT replicated that all questions have an appropriate coefficient of detection (a) and threshold (b). So the Persian version of the current questionnaire is recommended to measure the Movement Imagery ability to children from 7 to 12 years of age in Persian.
Zahra Tanha; Parvin Kadivar; Jafar Hasani; mohammad hosein abdollahi
Abstract
The purpose of this study was construct and validate a questionnaire to measure personal epistemology in children. Accordingly, the 44 question with Likert scoring method was designed to have three options. Face and content validity was assessed through the survey of 10 experts and its reliability, through ...
Read More
The purpose of this study was construct and validate a questionnaire to measure personal epistemology in children. Accordingly, the 44 question with Likert scoring method was designed to have three options. Face and content validity was assessed through the survey of 10 experts and its reliability, through the implementation of 50 students to retest interval of one month, was calculated 0/72. Then, the questionnaire was administered on 472 students (217 males and 255 females) and using factor analysis with varimax rotation method revealed five factors with higher eigenvalues: simple knowledge, certain knowledge, source of knowledge, product of knowing and justification of knowing. In order to determine validity and reliability of the scale respectively, confirmatory factor analysis and Cronbach alpha coefficients were used. Results of Confirmatory factor analysis showed a good fit to the proposed five-factor structure. Also, the total score for internal consistency through Cronbach’s alpha, was 0/85. According to the results, the scale has acceptable reliability and validity and can be used as an applicable instrument in assessing personal epistemology in children.
afroze bahramian; habib hadianfard; n mohamadi; changiz rahimi
Volume 3, Issue 11 , April 2013, , Pages 170-195
Abstract
Abstract
Objective: The present study aimed at the standardization of Bender Gestalt II for preschool andprimary school-children in Shiraz. The sample consisted of 473 girls and 427 boys aged 4 to 11 years who were selected using stratified random sampling from eight schools located in four education ...
Read More
Abstract
Objective: The present study aimed at the standardization of Bender Gestalt II for preschool andprimary school-children in Shiraz. The sample consisted of 473 girls and 427 boys aged 4 to 11 years who were selected using stratified random sampling from eight schools located in four education districts of Shiraz.
Methods: Test-retest and split-half methods were used for studying the reliability of the test. To assess the validity of the test, four procedures were used, namely comparison of BG II and Bender-Gestalt test (Koppitz scoring system), comparison with Cancellation test, studying the performance of ADHD and LD children in BG II. In this regard, correlation coefficients were used for the first two procedures, and independent T was used for the last two procedures.
Results and Conclusion: The reliability coefficient obtained in copy phase was 0.94 and in recall phase was 0.76. The mean of split-half reliability coefficient for all age groups was 0.80. The results of validity assessment showed high validity of BG II for use in Iran, a fact suggesting that BG II can be used as a suitable assessment tool in the Iranian culture. A result of the standardization was that contrary to Koppitz's finding (1963), children's performance in BG II could be affected by cultural and social factors. In other words, children from higher cultural and social groups had a better performance compared to children from lower cultural and social groups. In this study, the performance of girls was significantly better than that of boys.
Abstract
Objective: The present study aimed at the standardization of Bender Gestalt II for preschool andprimary school-children in Shiraz. The sample consisted of 473 girls and 427 boys aged 4 to 11 years who were selected using stratified random sampling from eight schools located in four education districts of Shiraz.
Methods: Test-retest and split-half methods were used for studying the reliability of the test. To assess the validity of the test, four procedures were used, namely comparison of BG II and Bender-Gestalt test (Koppitz scoring system), comparison with Cancellation test, studying the performance of ADHD and LD children in BG II. In this regard, correlation coefficients were used for the first two procedures, and independent T was used for the last two procedures.
Results and Conclusion: The reliability coefficient obtained in copy phase was 0.94 and in recall phase was 0.76. The mean of split-half reliability coefficient for all age groups was 0.80. The results of validity assessment showed high validity of BG II for use in Iran, a fact suggesting that BG II can be used as a suitable assessment tool in the Iranian culture. A result of the standardization was that contrary to Koppitz's finding (1963), children's performance in BG II could be affected by cultural and social factors. In other words, children from higher cultural and social groups had a better performance compared to children from lower cultural and social groups. In this study, the performance of girls was significantly better than that of boys.
