Hadi Samadieh; Hossein Kareshki; Seyed Amir Aminyazdi; Elahe Hejazi
Abstract
The sense of belonging to a university is intricately connected to various facets of their psycho-social well-being. Nonetheless, the conceptualization and measurement of this construct remain unclear. Existing instruments in higher education predominantly evaluate the general sense of belonging, while ...
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The sense of belonging to a university is intricately connected to various facets of their psycho-social well-being. Nonetheless, the conceptualization and measurement of this construct remain unclear. Existing instruments in higher education predominantly evaluate the general sense of belonging, while the assessment of specific components of belonging to a university has not been adequately addressed in prior research. This study was conducted to construct and validate the "Students' Sense of Belonging to University Scale (SSBUS)". Employing a correlational and instrument development framework, 345 students from Ferdowsi University of Mashhad were recruited for the initial phase, followed by 477 students from the University of Birjand in the subsequent phase, utilizing a convenient sampling technique. Exploratory factor analysis in the initial phase identified four factors accounting for 49.72% of the variance, encompassing interactions with faculty, peer relations, institutional atmosphere, and self-esteem. Confirmatory factor analysis affirmed the suitability of the four-factor model, with Cronbach's alpha coefficients for the sub-scales ranging between 0.75 and 0.90. Further analyses substantiated the internal consistency, as well as the convergent and divergent validity of the scale. Notably, each dimension of the scale demonstrated significant correlations with university commitment, social-emotional loneliness, life satisfaction, depressive symptoms, and agentic engagement. Moreover, the retest reliability coefficients for the sub-scales varied from 0.64 to 0.74. The findings suggest that the SSBUS possesses commendable psychometric properties, qualifying it as a reliable tool for academic use.
Malihe Ahmadi; Khadijeh Abolmaali Alhosseini
Abstract
The main objective of this study was to develop and validate the Positive School Orientation Questionnaire and to assess its underlying factors, utilizing a representative group of female students in their first year of secondary school during the 2014 - 2015 academic year in Zanjan, Iran. In order to ...
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The main objective of this study was to develop and validate the Positive School Orientation Questionnaire and to assess its underlying factors, utilizing a representative group of female students in their first year of secondary school during the 2014 - 2015 academic year in Zanjan, Iran. In order to select a suitable sample size, a stratified random sampling approach was implemented, resulting in a sample of 303 participants. The study utilized a descriptive-contextualization research methodology. To extract the underlying components of the questionnaire, Principal Component Analysis (PCA) was utilized. The data was analyzed using the SPSS software. To determine an appropriate sample size, the research team relied on the Kaiser-Meier-Olkin (KMO) index for guidance. The Principal Component Analysis showed that the Positive Orientation toward school Questionnaire comprised of four major factors: School Satisfaction, School Belonging Feeling, Academic Effort, and Attitude toward Classmates. The fourth component, with its small Cronbach's Alpha coefficient due to its limited number of items(4), was the sole exception among the others. The other items sustained an acceptable internal consistency score. Consequently, the Positive Orientation toward Schools Questionnaire is deemed a reliable instrument for examining the feelings and behaviors of students towards schooll.
abdolreza akbari; Gholamhossein Maktabi; morteza omidian; Askar Atashafrouz,
Abstract
AbstractThe aim of this study was to investigate the validity, reliability and factor structure of the "How I Think" questionnaire to assess cognitive distortions in Iranian students. The present research design is descriptive and psychometric studies. The statistical population of this study included ...
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AbstractThe aim of this study was to investigate the validity, reliability and factor structure of the "How I Think" questionnaire to assess cognitive distortions in Iranian students. The present research design is descriptive and psychometric studies. The statistical population of this study included all male high school students in city Dezful in the academic year 1399-1400, from which 316 students were selected by multi-stage random sampling and completed the How I think and Bass and Perry Aggression Questionnaires (for Convergent validity). Factor analysis, Cronbach's alpha and Pearson correlation were used to analyze the data using SPSS and AMOS 20 software. The results of factor analysis showed that the questionnaire consists of six factors and has good fit indices. The convergent validity of this questionnaire indicated a satisfactory correlation between the dimensions of the scale "How I think" with the Aggression Questionnaire (p <0.01). Cronbach's alpha and Split- half coefficients for the whole scale and its dimensions ranged from 0.66 to 0.92.The conclusion is that the Persian version of the "How do I think" questionnaire for measuring cognitive distortions in Iranian students has acceptable psychometric properties and can be used as a valid tool in research, educational and clinical situations.
karim abdolmohamadi; Farhad Ghadiri Sourman Abadi; Asgar Alimohamadi; mostafa zareean
Abstract
Sluggish Cognitive Tempo is used to describe a particular type of attention deficit, concentration, and slowness in information processing. The aim of this study was to investigate the psychometric properties of the Sluggish Cognitive Tempo Scale (SCTS) of the parent form among Iranian children. The ...
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Sluggish Cognitive Tempo is used to describe a particular type of attention deficit, concentration, and slowness in information processing. The aim of this study was to investigate the psychometric properties of the Sluggish Cognitive Tempo Scale (SCTS) of the parent form among Iranian children. The present study is a descriptive study. A sample of 1700 people was selected from the provinces of Tehran, East Azerbaijan, West Azerbaijan, Kurdistan, Fars and Khorasan using cluster sampling method. 122 subjects were excluded from statistical analysis due to incomplete answers to the questionnaires and thus the final sample was reduced to 1578 parents. The confirmatory factor analysis method and internal consistency were used to compute the Sluggish Cognitive Tempo Scale factorial validity and reliability, respectively. Also, in order to examine the construct validity of the Sluggish Cognitive Tempo Scale, we computed correlations between different dimensions of Sluggish Cognitive Tempo Scale with Attention Deficit Subscale of Mental Health Assessment Questionnaire for Children and Adolescents. The results of statistical results showed that this scale has structural validity, criterion and convergence in Iranian society. The results indicate that the scale is three factors and also the validity of the scale using Cronbach's alpha method and retest test after Approved two weeks. According to the findings of the present study, the parent form of the Sluggish Cognitive Tempo Scale (SCTS) has a good validity and reliability and it can be used in research related to slow cognitive multiplication in Iranian society.
abedin darabi; jafar jahani
Abstract
The purpose of this study is to present a rhizomatic model and develop it to foster students' creativity. To achieve this goal, a combined approach and experimental nest model were used. To implement this plan, first some lessons from the common textbook of experimental sciences of the sixth grade were ...
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The purpose of this study is to present a rhizomatic model and develop it to foster students' creativity. To achieve this goal, a combined approach and experimental nest model were used. To implement this plan, first some lessons from the common textbook of experimental sciences of the sixth grade were organized using the rhizomatic education model, then this collection was reviewed and approved by experienced teachers. In the next stage, three girls' primary schools were selected from Kermanshah and one class was selected from each school (homogeneous schools with almost similar conditions). These three classes were named with reference class, method class and content method class, respectively. This project was implemented for 6 weeks and one session per week. The reference class was trained in the normal way. In the rhizomatic teaching method, the students learned the content of the common book, and in the method-content class, the students experienced the designed content with the rhizomatic teaching method. At the end of the course, all three classes took the Torrance Creativity Test and the Researcher Test. Quantitative findings were analyzed by analysis of covariance and the results showed that the implementation of rhizomatic educational model in different experimental groups fosters students' creativity. In the qualitative section, teachers' views on the development of creativity in the dimensions of fluidity, initiative, expansion and flexibility were examined. In other stages, quantitative and qualitative findings from teachers' opinions were compared and the positive effect of rhizomatic educational model on fostering creativity was confirmed.
Ali Sheykholreslami; Niloofar Sharif; Masood Rezazadeh
Abstract
The aim of this study was to evaluate the psychometric characteristics of the revised scale of manifest anxiety in children-the second edition in the students' studies. The present study was applied in terms of purpose and descriptive in terms of sales. The statistical population of the study included ...
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The aim of this study was to evaluate the psychometric characteristics of the revised scale of manifest anxiety in children-the second edition in the students' studies. The present study was applied in terms of purpose and descriptive in terms of sales. The statistical population of the study included all students studying between the ages of 15 and 17 in Ardabil city. According to the Cochran's formula, the optimal sample for this study was 290 people. Therefore, 300 people were selected as the sample. First, the English form was translated into Persian, then the translation was reversed, and in the first run, the ambiguous questions were removed, and finally the final scale was implemented. After collecting the data, confirmatory factor analysis method, Pearson correlation coefficient and Cronbach's retesting and alpha correlation method were used for analysis. The reliability coefficient of the scale was obtained by calculating Cronbach's alpha for the total scale of 0.87. Also, the results of Pearson correlation coefficients of the apparent anxiety variable with the four factors and the use of confirmatory factor analysis method confirmed the validity of the structure and all fitness indicators were in a favorable situation above 0.90. The results of this study, along with other foreign studies, indicate the optimal psychometric characteristics of this tool, so that this tool can be used in anxiety screening in schools and clinical trials.
Atousa Kalantar Hormozi
Abstract
This research is aimed at a meta-analysis of research on the effectiveness of cognitive-behavioral therapies in reducing students' psychological problems. The statistical population is research that has relatively similar questions about the effectiveness of cognitive-behavioral therapies and their method ...
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This research is aimed at a meta-analysis of research on the effectiveness of cognitive-behavioral therapies in reducing students' psychological problems. The statistical population is research that has relatively similar questions about the effectiveness of cognitive-behavioral therapies and their method is either experimental or quasi-experimental. By reviewing the history, 28 articles were found. All of these articles were from 2011 to 2015. Of these, only 16 reported well-reported statistical results. The mean test p was selected for combining the test results and the Cohen effect size method was used to achieve the total effect value. The findings of the study indicated that the average size of d in the effectiveness of cognitive-behavioral therapies in reducing students' psychological problems was 1.067. By converting the average d to z values in a normal distribution curve, the normal curve cover level was 0.86, which is relatively high. The significance level of the calculations was also 0.01 and the overall effectiveness of cognitive-behavioral therapies was confirmed in reducing students' psychological problems
Shirin Kooshki; Aazam Shavandi
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 ...
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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.
Borzoo Amirpour; Afsaneh Shahbazirad
Abstract
Background: Self-efficacy is considered as an important factor in self-concept, motivational theories and health-related behaviors. Aim: This study carried out to investigate the confirmatory factor analysis, validity and reliability of social self-efficacy scale in Iranian students. Method: This correlation ...
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Background: Self-efficacy is considered as an important factor in self-concept, motivational theories and health-related behaviors. Aim: This study carried out to investigate the confirmatory factor analysis, validity and reliability of social self-efficacy scale in Iranian students. Method: This correlation study was a type of validation that social self-efficacy questionnaire of Grieve et al (2014), general social self-efficacy of Schwarzer & Jerusalem (1995), social indifference, acceptance and social solidarity questionnaire were given for 750 students at Kermanshah and Kangavar University of Payam Noor and Azad Islamic University of Kermanshah that selected available manner. In order to calculate the reliability used from the internal consistency method and for assessment contemporary validity used from correlation between the scores of the mentioned tools. For determine the construct validity used factor analysis. The software used to analyze the data was SPSS and Amos. Results: The results of factor analysis showed that most of the items in the tool, except for items 4,5, 9, and 16, had an appropriate load factor and five factors had a higher value than one and were explained 47/04 % of the observed variances. This matter could indicate a fairly relevant factor of the social self-efficacy questionnaire. Correlation coefficients showed that the contemporary validity of social self-efficacy scale with other tools was good. For internal consistency by using the Cronbach's alpha method and duplicate, that the values were 0.83 and 0.76, respectively was obtained. Conclusion: The scale of social self-efficacy has a good validity and reliability, and this scale can be used in clinical and research positions
Abstract
The aim of the present study was to investigate the Factor analysis of the Adult Self-Transcendence Inventory among students in Bu Ali Sina University . The population was all of students in Bu Ali Sina University in 2014-2015 academic years. Research sample was 300 girls and boys students which were ...
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The aim of the present study was to investigate the Factor analysis of the Adult Self-Transcendence Inventory among students in Bu Ali Sina University . The population was all of students in Bu Ali Sina University in 2014-2015 academic years. Research sample was 300 girls and boys students which were selected by using simple random sampling method. The instruments were Adult Self-Transcendence Inventoryand scale. The data collected from the sample were put into SPSS- 18 and were analyzed using statistical methods, Bartlet’s test of sphericity, Kaiser-Olkin Measure, Varimax Method for rotations, exploratory and confirmatory factor analyses, Cronbach alpha coefficient. The factor analysis findings show that the test measures three factors named: self- independent, cosmic and alienation. The internal reliability coefficient (Cronbach's alpha) for total scale and all factors were high (0.63) and showed appropriate tool. Since wisdom is related to culture, so present study can be obtained factors for assesing the students' wisdom.
Abstract
زمینه: پرسشنامه جدایی روانشناختی، ادراکات افراد در مورد جدایی روانشناختی از والدین را ارزیابی میکند. هدف: پژوهش حاضر باهدف بررسی ویژگیهای روانسنجی فرم فارسی ...
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زمینه: پرسشنامه جدایی روانشناختی، ادراکات افراد در مورد جدایی روانشناختی از والدین را ارزیابی میکند. هدف: پژوهش حاضر باهدف بررسی ویژگیهای روانسنجی فرم فارسی پرسشنامه جدایی روانشناختی، شامل پایایی، روایی، تغییرناپذیری اندازهگیری در بین گروههای جنسی و تحلیل عاملی، بهمنظور آمادهسازی جهت کاربرد در پژوهشهای تربیتی و بالینی انجامشده است. روش: در پژوهش مقطعی حاضر، از بین جامعه آماری (3434 دانشجوی کارشناسی)، 424 دانشجوی کارشناسی با روش نمونهگیری تصادفی خوشهای انتخابشده و پرسشنامههای جدایی روانشناختی هافمن (1984) و دلبستگی همسالان آرمسدن گرینبرگ (1987) را تکمیل کردند. یافتهها: نتایج تحلیل عاملی تأییدی نشان داد که مدل چهار عاملی مقیاس جدایی روانشناختی (استقلال هیجانی، تعارضی، نگرشی و کنشی) از بیشترین برازش با دادهها برخوردار است. افزون بر این، برای آزمون تغییرناپذیری اندازهگیری پرسشنامه جدایی روانشناختی در بین گروههای جنسی، تحلیل چند گروهی انجام گرفت. نتایج تحلیل چند گروهی نشان داد که پرسشنامه جدایی روانشناختی در مدل-های محدود در بین گروههای جنسی یکنواخت است. همسانی درونی پرسشنامه برحسب ضرایب آلفای کرونباخ در مورد گروه نمونه محاسبه و تأیید شد. نتیجهگیری: بهطورکلی، یافتههای پژوهش بیانگر این است ساختار عاملی پرسشنامه جدایی روانشناختی از برازش مطلوبی برای دانشجویان کارشناسی سال اول برخوردار است و میتواند بهعنوان ابزاری معتبر در سنجش ابعاد استقلال دانشجویان مورداستفاده قرار گیرد.
Asghar Minaei
Abstract
This research has been carried out with the aim of study psychometric properties of Sampad’s Entrance Tests using Rasch measurement model. In this study, answer sheets of 2872 students(1542 boys and 1330 girls) were selected by means of multistage random sampling. The data were analysed using the ...
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This research has been carried out with the aim of study psychometric properties of Sampad’s Entrance Tests using Rasch measurement model. In this study, answer sheets of 2872 students(1542 boys and 1330 girls) were selected by means of multistage random sampling. The data were analysed using the unidimensional Rasch simple logistic model with Winsteps software . The results revealed that all items of the test showed good model–data fit. The range of items location parameter were -2.48 to 1.83. Also the showed that targeting is not good. On the whole, the findings of this research showed that the Sampad’s Entrance Test does not have good measurement qualities, so should not be used to select students for Talent middle schools.This research has been carried out with the aim of study psychometric properties of Sampad’s Entrance Tests using Rasch measurement model. In this study, answer sheets of 2872 students(1542 boys and 1330 girls) were selected by means of multistage random sampling. The data were analysed using the unidimensional Rasch simple logistic model with Winsteps software . The results revealed that all items of the test showed good model–data fit. The range of items location parameter were -2.48 to 1.83. Also the showed that targeting is not good. On the whole, the findings of this research showed that the Sampad’s Entrance Test does not have good measurement qualities, so should not be used to select students for Talent middle schools.
Shirin Kooshki; Shokoohosadat Banijamali; Heidar Ali Hooman
Volume 5, Issue 16 , July 2014, , Pages 118-136
Abstract
AbstractBackground and objectives:The purpose of the present research was to investigate Theorical model and psychometric properties of Persian version of AEQ were translated in to Farsi research on these areas negleted, may be because of lacking appropriate instrument. In response to this deficit, pekrun ...
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AbstractBackground and objectives:The purpose of the present research was to investigate Theorical model and psychometric properties of Persian version of AEQ were translated in to Farsi research on these areas negleted, may be because of lacking appropriate instrument. In response to this deficit, pekrun and et al(2005) developed a self-report instrument measuring various achievement emotions that students commonly experience in academic setting. The instrument contains scales for measuring enjoyment, hope, relief, anger, anxiety, shame, hopelessness, and boredom in class, learing and test contexts.Methods: First, the AEQ were translated in to Faris. After the pilot studing and resolving the mistakes, the Questionnaire were carried out to a sample group consisting of 300 students who were studying in Islamic Azad university in Tehran. Psychometric properties and Factor analysis were used to analyze the collected data. Results:The results showed that the AEQ scales are acceptably reliable and valid, and most of Questionnaire scale have acceptable Fit with data.
mirza hasan hoseyni; romina farhadi nahad
Volume 3, Issue 8 , July 2012, , Pages 109-132
Abstract
A positive brand image could greatly influence the decision to attend a university and is, thus, given more significance by the universities around the word. However, there is no unanimity among the researchers regarding the measurement and classification of university image. Therefore, the university ...
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A positive brand image could greatly influence the decision to attend a university and is, thus, given more significance by the universities around the word. However, there is no unanimity among the researchers regarding the measurement and classification of university image. Therefore, the university brand image is suggested to be studied as a research problem in the related context. The purpose of this study is to identify the appropriate scales to measure the brand image of Payame Noor University. The free- association method was, thus, adopted to extract the brand image of the university from the students' self-explicated perceptions. The analysis of the results led to the identification of 13 attributes of Payame Noor University brand image. The identified scales would provide the university officials with the opportunity to compare the brand image of their respective university with that of other universities and identify their strengths and weaknesses in order to develop a competitive strategy.
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. .
akbar rezaee
Volume 1, Issue 1 , October 2010, , Pages 1-16
Abstract
The Schommer’s epistemological beliefs questionnaire is regularly used in studies on epistemological beliefs. However, many researchers pose some questions about the appropriateness of this instrument. The present study has been taken with the goal of investigating the reliability and factor structure ...
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The Schommer’s epistemological beliefs questionnaire is regularly used in studies on epistemological beliefs. However, many researchers pose some questions about the appropriateness of this instrument. The present study has been taken with the goal of investigating the reliability and factor structure of schommer’s epistemological beliefs questionnaire (1990). To do this, the questionnaire was translated into Persian (Farsi). Then, it was retranslated into English and compared with the original version to find and correct the gaps between the translated version and the original version. After the pilot study and resolving the possible mistakes, the final questionnaire was implemented for sample group consisting of 518 students studying in different fields in Tabriz Payame Noor University (302 students from humanities and 216 students from basic sciences).Cronbach Alpha calculation showed that none of reliability coefficients of sub-scales are acceptable. So, factor analysis was applied in this study to examine the construct validity and to reach an optimal factor structure. Before factor analysis of data, internal consistency was calculated for 63 questions. 27 questions due to under .10 and negative correlation between item-total score test were deleted from subsequent analyses. Using Principal Component's method, factor analysis was performed on 36 remaining questions. Investigatng of Scree plot of primary analysis showed two-factor solution. In order to achieve a two-factor structure, the analysis of Principal Components was done using Promax rotation method. 20 questions, due to factor load below .35 or due to meaningful and equal load on more than one factor in several rotations was deleted. Final analysis showed loading of the remained 16 questions on two factors. These factors were nominated according to content of the questions covered by simple/absolute knowledge and fast/fixed learning.Calculation of Cronbach Alpha coefficient showed that the reliability of two obtained factors is acceptable
