ORIGINAL_ARTICLE
Evaluation of educational package focused on compassion and mindfulness and its impact on self-efficacy activation
: Compassion and mindfulness as a basis for psychological evaluation, in order to evaluate and activate the desired variable. Considering the fact that in the research background we found out the effect of the educational package on the desired component of the component as effective instruction, by the decentralization of the components Negative determination. For this purpose, 297 of all women under the sponsorship of a charity in Rudbar city based on the Morgan table in the year (1396) who had a depression diagnosis based on a score of at least 12 in the Beck Depression Test, were selected by random sampling of target audiences They were . In a intervention group, 15 (one) and a control group of 15 (single) were replaced. The present study was a semi experimental design with pretest-posttest design with control group. The tool was used by Self-employed Scheer Questionnaire (Scherer, Maddox, Mercury, Prentice, 1982). Multivariate analysis of variance (MANOVA) was used to analyze the data. The results show the significant effect of this educational package on self-efficacy in depressed female head of household. Research hypotheses were confirmed at the significant level (p <0.0001).
https://jem.atu.ac.ir/article_9602_956e4ab834e24fdc651380dbe682cc54.pdf
2018-09-23
1
21
10.22054/jem.2019.38624.1889
compassion
Mindfulness
self-efficacy
maryam
valizadeh
mvalizadeh54@yahoo.com
1
HUMAN OF SCIENCE, PSYCHOLOGY, RESEARCH AND SCIENCE,BANDAR ABBAS
AUTHOR
fariborz
dortaj
f_dortaj@yahoo.com
2
human of science. psychology
LEAD_AUTHOR
ali
delavar
dr.delavarali@gmail.com
3
human of science. psychology
AUTHOR
Kobra
Hajializadeh
ph_alizadeh@yahoo.com
4
HUMAN OF SCIENCE. PSYCHOLOGY
AUTHOR
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52
ORIGINAL_ARTICLE
Assessing the optimal method of detecting Differential Item Functioning in Computerized Adaptive Testing
Background: Test fairness is one of the main challenges in transition from paper- pencil towards computerized adaptive testing (CAT). Aim: This study was aimed at investigating differential item function (DIF), assessing intervening factors in clarifying DIF and suggesting the optimal method for DIF in computerized adaptive testing. Method: The empirical method was applied based on the nature of the study area. Data gathering procedure and manipulating the variables were done using simulation method. The responses of 1000 examinees (reference and focal group with equal 500 numbers) to item bank of 55 dichotomous items were simulated based on 3-parameter logistic model with 20 iterations. Fifteen items were manipulated in terms of DIF type and magnitude and test impact was evaluated based on mean difference of comparison groups. Computerized adaptive test with 30 items was administered via Firestar software package. Analysis was done by logistic regression (LR) and item response theory-likelihood ratio test (IRT-LRT) and the methods were compared based on their power and type I error rate. Results: Type I error rate of likelihood ratio test was less than logistic regression. The power of the methods was influenced by type, magnitude of DIF and test impact. Comparing with logistic regression, Item response theory-likelihood ratio test had more power in detecting uniform DIF for the impact and no-impact conditions and it showed more power by increasing the magnitude of DIF. The two methods showed no difference in assessing non-uniform DIF and both of them were poor. Conclusion: Given the power and type I error rate, likelihood ratio test is an optimal approach in detecting uniform DIF. However, assessing non-uniform DIF requires further investigation.
https://jem.atu.ac.ir/article_9603_64631e9b72cc94f26fae3d3663f3c382.pdf
2018-09-23
23
51
10.22054/jem.2019.11109.1323
Computerized Adaptive Test
Differential Item Function
Item response theory-likelihood ratio test
Logistic regression
negar
sharifi
nsh_yeganeh@yahoo.com
1
ATU
AUTHOR
mohammad
falsafi
falsafinejad@yahoo.co.uk
2
ATU
LEAD_AUTHOR
noorali
farokhi
farrokhi@atu.ac.ir
3
ATU
AUTHOR
ehsan
jamali
ehsanjamali@gmail.com
4
sanjesh
AUTHOR
افضلی، افشین (1393). تدوین و ارزشیابی مدل تشخیصی شناختی (CDM) ریاضیات پایه اول دبیرستان با استفاده از روش سلسله مراتبی صفات (AHM). پایاننامه دکتری: دانشگاه علامه طباطبایی.
1
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Jang, E. E. (2009). Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for Fusion Model application to LanguEdge assessment. Language Testing, 26(1), 031-73.
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16
Kunina-Habenicht, O., Rupp, A. A., & Wilhelm, O. (2009). A practical illustration of multidimensional diagnostic skills profiling: Comparing results from confirmatory factor analysis and diagnostic classification models. Studies in Educational Evaluation, 35(2), 64-70.
17
Lee, Y. W., & Sawaki, Y. (2009). Application of three cognitive diagnosis models to ESL reading and listening assessments. Language Assessment Quarterly, 6(3), 239-263.
18
Leighton, J., & Gierl, M. (Eds.). (2007). Cognitive diagnostic assessment for education: Theory and applications. Cambridge University Press.
19
Li, H. (2011). A cognitive diagnostic analysis of the MELAB reading test. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 9, 17-46.
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22
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28
Toker, T. (2010). Cognitive Diagnostic Assessment Of Timss-2007 Mathematics
29
Items For 8th Graders In Turkey.
30
Vernon, P. E. (1962). The determinants of reading comprehension. Educational and Psychological Measurement.
31
Yi, Y. (2013). Implementing a cognitive diagnostic assessment in an institutional test: a new networking model in language testing and experiment with a new psychometric model and task type (Doctoral dissertation, University of Illinois at Urbana-Champaign).
32
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33
ORIGINAL_ARTICLE
A Comparison of Conditional Standard Errors of Measurement for Scale Scores Under Binomial and Beta-Binomial Distribution
In order to facilitate the interpretation of raw scores, they are usually converted to scale scores. In some cases, these conversions are a series of nonlinear transformations that can affect the conditional standard error of measurement throughout the scale of score. Therefore, the purpose of this study was to introduce methods for calculating the conditional standard error of measurement based on the strong true score theory. Furthermore, comparison of normalized and equipercentile nonlinear transformations on the raw scores of the academic achievements of the graduates of mathematical sciences in 2014 and their effect on conditional standard error of measurement was also conducted. So, in order to achieve these purposes, we used a sample of 3943 high school graduates of Mathematics and Physics in 2014 who had participated in national university entrance examination in 2015 randomly selected by National Organization of Educational Testing. The conditional standard error of measurement under these transformations was estimated based on the binomial procedure of Brennan and Lee (1999) and Chang (2006) method based on the beta-binomial distribution. The results of this study indicated that the conditional standard error of measurement of the Chang was smoother than binomial procedure, but in both methods the estimated errors are larger for middle points and smaller for extreme points. Additionally, the conditional standard errors of measurement of equipercentile were always less than normalized tranformation, so the equipercentile method found to be better than normalized transformation.
https://jem.atu.ac.ir/article_9604_8283d1a14627ce9f206d4d9ce3c73e99.pdf
2018-09-23
53
78
10.22054/jem.2019.32912.1766
beta-binomial
binomial
conditional standard error of measurement
equipercentile
normalized
Somayeh
Kaveh
kaveh1@ut.ac.ir
1
Department of Curriculum Development &amp; Instruction Methods, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
LEAD_AUTHOR
Ebrahim
Khodaie
khodaie@ut.ac.ir
2
Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran
AUTHOR
Amin
Musavi
sttest88@gmail.com
3
Department of Educational Psychology and Special Education, College of Education, University of Saskatchewan
AUTHOR
Ali
Moghadamzadeh
sanjeshali30@gmail.com
4
Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran
AUTHOR
jalil
Younesi
jalilyounesi@gmail.com
5
Department of Deliberation and Measuring, Faculty of psychology and educational sciences, University of Allameh Tabataba’i
AUTHOR
راهنمای داوطلبان برای انتخاب رشته و ضوابط پذیرش دانشجو در آزمون سراسری سال1393. (1393). هفتهنامه پیک سنجش 882، شماره 14، سال 19، 1-16.
1
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2
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3
Brennan, R. (1998 ). Raw- Score Conditional Standard Errors of Measurement in Generalizability Theory. Applied Psychological Measurement, 22, 307-331.
4
Brennan, R. L., & Lee, W. (1999 ). Conditional Scale-Score Standard Errors of Measurement under Binomial and Compopund Binomial Assumption. Educational and Psychological Measurement, 59, 5-24.
5
Carlin, J. B., & Rubin, D. B. (1991). Summarizing Multiple- Choise Tests Using Three Informative Statistics. Psychological Bulletin,11, 338-349.
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Chang, S. W. (2006). Methods in Scaling the Basic Competence Test. Educational and Psychological Measurement, 66, 907-929.
7
Dorans, N. J. (2004). Equating, Concordance and Expectation. Applied Psychological Measurement, 28 (4), 227–246.
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Feldt, L. S., & Brennan, R. L. (1989 ). Reliabaility. In R.L. Linn (Ed.), Educational Measurement (3rd ed., pp. 105-146). New York: American Council on Educational and Macmillan.
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Kolen, M. J., Hanson, B. A., & Brennan, R. L. (1992). Conditional Standard Errors of Measurement for Scale Scores. Journal of Educational Measurement, 29, 285-307.
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Lee, W., Brennan, R. L., & Kolen, M. J. (2000). Etimators of Conditional Scale-Score Standard Errors of Measurement: A Simulation Study. Journal of Educational Measurement, 37, 1-20.
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Mollenkopf, W. G. (1949) . Variation of the Standard Eerror of Measurement . Psychometrika,14, 189-229.
17
Price, L. R., & RAJU, N. (2006). Conditional Standard Errors of Measurement for Composite Scores on the WECHSLER Preschool and Primary Scale of Intelligance-Third Edition. Psychological Reports, 98, 237-252.
18
Thorndike, R. L. (1951). Reliability. In E. F. Lindquist (Ed.), Educational measurement (pp. 560-620). Washington, DC: American Council on Education.
19
ORIGINAL_ARTICLE
Psychometric Indexes Students' of the Social Emotional Competence Questionnaire ( (SECQ)
Abstract: Objectives: The purpose of this study was to assess psychometric indicators of students' Social- Emotional Competence Questionnaire (SECQ). Method: The sample size of this study was 518 high school female students selected by random sampling method from public secondary schools in Tehran and responded to the questionnaire. Findings: The results of exploratory factor analysis by main components method, in addition to general emotional-social competence, have 5 factors (self-awareness, social consciousness, self-management, relationship management and responsible decision-making) for the students' emotional-social competence questionnaire (SECQ), approved. To verify the reliability of the questionnaire, the Cronbach's alpha coefficient and the method of re-examination were used and a confirmatory factor analysis was used to determine its validity. The results showed that the questionnaire had acceptable internal consistency, and the Cronbach's alpha coefficients were below 0/77 to 0/80 in the sub-scales. The reliability of the questionnaire was obtained through a 0/86 test which was significant at the level of p
https://jem.atu.ac.ir/article_9660_46f30694ca1646e44fed0e8dd7f61120.pdf
2018-09-23
79
101
10.22054/jem.2019.32968.1767
Keywords: Social- Emotional Competence
Social -Emotional Competency Components
psychometric indices
Fatemeh
Imamgholivand
fatemeh111@ymail.com
1
Department Educational Psychology.Tehran center Branch.Azad University. Tehran.Iran
LEAD_AUTHOR
Parvin
Kadivar
kadivar220@yahoo.com
2
Teacher and Educational Psychology Group Manager
AUTHOR
Hasan Pasha
Sharifi
hpssr@yahoo.com
3
Professor of Educational Psychology , Islamic Azad University, Iran
AUTHOR
صدری دمیرچی، اسماعیل. اسماعیلی قاضی ولوئی، فریبا.(1395). اثربخشی آموزش مهارتهای اجتماعی- هیجانی بر تنظیم شناختی هیجان و مهارتهای اجتماعی کودکان دارای اختلال یادگیری خاص. فصلنامه ناتوانیهای یادگیری. دوره 5، شماره 4، تابستان. صفحه .59-86
1
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18.
2
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., ... & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd.
3
Davidson, L. A. Crowder, M. K. Gordon, R. A.Domitrovich, C. E. Brown, R. D. & Hayes, B. I.(2017). A continuous improvement approach to social and emotional competency measurement. Journal of Applied Developmental Psychology
4
DeHaan, C. R., Hirai, T., & Ryan, R. M. (2016). Nussbaum’s capabilities and self-determination theory’s basic psychological needs: Relating some fundamentals of human wellness. Journal of Happiness Studies, 17(5), 2037-2049.
5
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development, 88(2), 408-416
6
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement, 71(4), 617-637.
7
Mantz, L. S., Bear, G. G., Yang, C., & Harris, A. (2018). The Delaware Social-Emotional Competency Scale (DSECS-S): Evidence of Validity and Reliability. Child Indicators Research, 11(1), 137-157.
8
Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290-300.
9
OECD (2017), PISA 2015 Results (Volume III): Students’ Well-Being, PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264273856
10
Tarbetsky, A. L., Martin, A. J., & Collie, R. J. (2017). Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy. In Social and Emotional Learning in Australia and the Asia-Pacific (pp. 17-37). Springer Singapore.
11
Tom, K. (2012). Measurement of teachers' social-emotional competence: Development of the social-emotional competence teacher rating scale.
12
Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of quantitative criminology, 17(3), 247-272.
13
Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education,
14
Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.
15
ORIGINAL_ARTICLE
Construction of couple, parental and sibling sub-system’ pathologies in families with child with attention deficit hyperactivity disorder (ADHD)
Abstract: Families with children with ADHD have specific problems and injuries that include all three couple, parent and sibling sub system. The purpose of this study was to construct and investigate the characteristics of damages of ADHD-based families’ questionnaire. For this purpose, using deep interviews with the phenomenological method with 16 families (27 people) and Studying the resources in the research background, the categories and damage of the three subsystems were identified and a questionnaire was developed based on them. Then among the families with a child with an ADHD disorder, 217 person were selected purposefully and questionnaire that was made was implemented on them. Cronbach's alpha method was used to determine the reliability and the marital conflict and quality of life questionnaire were used to determine the validity. Exploratory Factor Analysis was used. The results of the analysis showed that the Cronbach's alpha coefficient for the whole test was equal to 0/87, its coefficient of convergence with marital conflict questionnaire was 0/72 and the divergent credit coefficient with quality of life questionnaire was - 0/86. Result show that the researcher-made questionnaire has acceptable reliability and credibility with 11 factors and has the ability to identify the damages of subsystem of ADHD-centered family in clinical trials and family therapy. The value of this research is to design a native Iranian questionnaire to diagnose damages of ADHD families and apply appropriate treatment to these damages.
https://jem.atu.ac.ir/article_9687_7e74a26f7ac5a8fca6063688b68a948e.pdf
2018-09-23
103
123
10.22054/jem.2019.30600.1713
Family subsystems
reliability
validity
Attention Deficit Hyperactivity Disorder
arman
azizi
armanazizi2020@gmail.com
1
university of Isfahan
AUTHOR
maryam
fatehizade
fatehizade@gmail.com
2
university of Isfahan
LEAD_AUTHOR
ahmad
ahmadi
ahmadahmady@yahoo.com
3
university of Isfahan
AUTHOR
rezvan
jazayeri
rs.jazayeri@yahoo.com
4
university of Isfahan
AUTHOR
omid
isanejad
farhangmadd@gmail.com
5
university of Kurdistan
AUTHOR
نصیری، حبیبالله. (1385). بررسی روایی و پایایی مقیاس کوتاه کیفیت زندگی سازمان جهانی بهداشت و تهیه نسخهی ایرانی آن. سومین سمینار سراسری بهداشت روانی دانشجویان. تهران: دانشگاه علم و صنعت.
1
Arieta, M. T. (2008). Women's couple relationship satisfaction: The impact of family structure and interparental conflict. Doctoral Dissertation. Sanfrancisco University.
2
Barkley, R. A. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment: Guilford Publications.
3
Britten, N. (1995). Qualitative interviews in medical research. Biomedical and Life Science Journal, 311 (6999), 251-3.
4
Bussing, R., Mason, DM., Bell, L., Porter, P., Garvan, C.(2010). Adolescent outcomes of childhood attention-deficit/hyperactivity disorder in a diverse community sample. J Am Acad Child Adolesc Psychiatry. Jun; 49(6):595-605. doi: 10.1016/j.jaac.2010.03.006.
5
Chronis, A.M., Lahey, B.B., Pelham, W.E., Williams, S.H., Baumann, B.L., Kipp, H., et al. (2007). Maternal Depression and Early Positive Parenting Predict Future Conduct Problems in Young Children with Attentiondeficit/ Hyperactivity Disorder, Developmental Psychology, 43: 70-82.
6
Coghill, D., Soutullo, C. Aubuisson, C., Preuss, U., Lindback, T., Silverberg, M. and Buitelaar, J. (2008). Impact of Attention-Deficit/hyperactivity Disorder on the Patient and Family: Results from a European Survey, Child and Adolescent Psychiatry and Mental Health, 2:31, doi: 10.1186/1753-2000-2-31.
7
Cohen, M., Domburgh, V., Vermerien, R., Geluk, C. H., & Dorelejeers, T., H. (2012). Externalizing psychopathology and persistence of offending in childhood first time arrestees. European Child Adolescent Psychiatry, 21, 243-251.
8
Colaizzi, P. F. (1973). Reflection and research in psychology. Dubuque, IA: Kendall Hunt.[1]
9
Coogan, AN., Baird, AL., Popa-Wagner, A., Tome, J. (2016). Circadian rhythms and atention defcit hyperactivity disorder: Te what, the when and the why. Prog Neuropsychopharmacol Biol Psychiatry; 67, 74-81.
10
Danielle, M., Walerius. Nicholas, D., .Fogleman.Paul, J.Rosen. (2016). The Role of ADHD and Negative Emotional Lability in Predicting Changes in Parenting Daily Hassles.J Child FAM Stud.25:2279- 2291.
11
Erica S. F. Wan, Joyce L. C. Ma, Kelly Y. C. Lai, and Julia W. K. Lo. (2016). the Subjective Experiences of Attention-Deficit/ Hyperactivity Disorder of Chinese Families in Hong Kong: Co-Construction of Meanings in Multiple Family Groups. Journal of National Association of Social Workers. doi: 10.1093/hsw/hlw023.
12
Foster, K., O’Brien, L., & Korhonen, T. (2012). Developing resilient children and families when parents have mental illness: a family-focused approach. International Journal of Mental Health Nursing. 21, 3–11.
13
Hamed, A.M. Kauer, A.J. Stevens, H.E. (2015). Why the diagnosis of attention deficit hyperactivity disorder matters. Front. Psychiatry. 6, 168. [CrossRef] [PubMed]
14
Harvey, EA. Metcalfe, LA., Herbert, SD & Fanton, JH. (2011) .The role of family experiences and ADHD in the early development of oppositional defiant disorder. Journal of Consulting and Clinical Psychology. 79, 784–795.
15
Ho, S. W., Chien, W. T., & Wang, L. Q. (2011). Parents’ perceptions of care-giving to a child with attention deficit hyperactivity disorder: An exploratory study. Contemporary Nurse, 40(1), 41–56. doi:10.5172/conu.2011.40.1.41.
16
Johnston, C. (2012). Parenting in adults with attention-deficit/hyper activity disorder (ADHD). Clinical Psychology Review, 32(4), 215-228.
17
King, K., Alexander, D., & Seabi, J. (2016). Siblings’ perceptions of their ADHD-diagnosed sibling’s impact on the family system. The International Journal of Environmental Research and Public Health. Doi: 10.3390/ijerph13090910.
18
Lindahl, K., Bregman, H., & Malik, N. (2012). Family boundary structures and child adjustment: The indirect role of emotional reactivity. Journal of Family Psychology, 26,839-847.
19
Mikami, A.Y.; Pfiffner, L.J. (2008). Sibling relationships among children with ADHD. J. Atten. Disord. 11, 482–492. [CrossRef] [PubMed]
20
Moen, O. L., Hall-Lord, M. L., & Hedelin, B. (2014). Living in a family with a child with attention deficit hyperactivity disorder: A phenomenographic study. Journal of Clinical Nursing, 23(21–22), 3166–3176. doi:10.1111/jocn.12559.
21
Nass, D., & Leventhal, F. (2011). 100 Questions & Answers about Your Child’s ADHD:From Preschool to College, USA: Jones & Bartlett Learning.
22
Sanders, M. R., Bor, W., & Morawsk, A. (2007). Maintenance of treatment gains: a Comparison of enhanced, standard, and self-directed tripple-p-positive parenting program, Journal of abnormal child psychology, 35(6), 983-998.
23
Schroder, V.M., Kelly, M.L. (2008). Association between Families Environment, Parenting Practice and Executive Functioning of Children with and without ADHD, Journal of Family and Child Study, DOI 10.1007/s10826-008-9223-0.
24
Shelton, K., & Harold, G. (2008). Inter parental conflict, negative parenting, and children's adjustment: Bridging links between parents' depression and children's psychological distress. Journal of Family Psychology, 22, 712-724.
25
Shur-Fen Gau, S. (2007). Parental and family factors for attention-deficit hyperactivity disorder in Taiwanese children. Australian & New Zealand Journal of Psychiatry, 41(8), 688-696.
26
Sollie, H., & Larsson, B. (2016). Parent-reported symptoms, impairment, helpfulness of treatment, and unmet service needs in a follow-up of outpatient children with attention-deficit/hyperactivity disorder. Nordic Journal of Psychiatry, 70(8), 582–590. doi:10.1080/08039488.2016.1187204.
27
Wright, LM & Leahey, M. (2009). Nurses and Families: A Guide to Family Assessment and Intervention. F.A. Davis, Philadelphia, PA.
28
Zahedi, K., Fatehizade, M., Bahrami, F., & Jazayeri, R. (2016). The Effect of Cognitive-Behavioral Parenting Skills Training (CBPST) on the Behavioral Problems of Preschool Children. Review of European Studies, 8(2), 61.
29
ORIGINAL_ARTICLE
Psychometric Properties of Persian Version of the Movement Imagery Questionnaire-3 for Youth
Psychometric Properties of Persian Version of the Movement Imagery Questionnaire-3 for Youth Abstract The purpose of this study was to evaluate the psychometric properties of the Persian version of the The Movement Imagery Questionnaire-3 for Youth. First, the original version of this inventory was translated into Persian and verified with forward-backward standard method, Then, 220 youth athletes (120 girls, 100 boys) who were engaged in Nahavand sports gyms were selected in randomized cluster sampling method and completed the questionnaire (12 questions). Content validity was evaluated through content validity ratio index (CVR), structural validity measured with confirmatory factor analysis by AMOS. The internal reliability of factors and total reliability of scales were also calculated from Cronbach's alpha. So, we can use this scale as a valid and reliable tool for measuring the ability of imagery in three dimensions, motor imagery, internal visual imagery, and external visual imagery. Key words: Mental Imagery, Visual Imagery, Validity, Reliability, Concurrent Validity, Internal Consistency.
https://jem.atu.ac.ir/article_9688_6ef14a7df71996ec896e3052e5c22f07.pdf
2018-09-23
125
153
10.22054/jem.2019.35904.1828
mental imagery
Visual Imagery
validity
reliability
behrooz
akbarzadeh
behrooz.akbarzadeh@hotmail.com
1
M.A. in sport psychology, Department of sport psychology, Faculty of physical education and sport sciences, Allameh Tabataba&#039;i University, Tehran, Iran.
LEAD_AUTHOR
ehsan
zarian
ehsan.zarian@gmail.com
2
Associate Professor in motor behavior, Department of motor behavior, Faculty of physical education and sport sciences, Allameh Tabataba'i University, Tehran, Iran
AUTHOR
Elahe
Sivoshi
elahe.sivoshi92@gmail.com
3
PhD student in motor behavior, Department of motor behavior, Faculty of physical education and sport sciences, Razi University, Kermanshah. Iran
AUTHOR
soodabeh
moughadam
soodabehmoughadam@gmail.com
4
M.A. in sport psychology, Department of sport psychology, Faculty of physical education and sport sciences, Allameh Tabataba'i University, Tehran, Iran
AUTHOR
حجتی، علی. واعظ موسوی، سید. محمد. کاظم. خبیری، محمد. (1394). ویژگیهای روانسنجی نسخه فارسی پرسشنامه تصویرسازی حرکتی-3. مطالعات روانشناسی ورزشی، شماره 14، زمستان 1394، صص 16-1.
1
سهرابی، مهدی؛ فارسی، علی رضا؛ و فولادیان، جواد. (1389). تعیین روایی و پایایی نسخه فارسی پرسشنامه تجدیدنظر شده تصویرسازی حرکت. پژوهش در علوم ورزشی، دوره (2)، شماره 5، صص 24-13.
2
عالی، محمدباقر، شهبازی، مهدی. (1397). ویژگیهای روانسنجی نسخۀ فارسی پرسشنامۀ تصویرسازی حرکتی کودکان. مطالعات روانشناسی ورزشی,7
3
هومن، حیدرعلی. راهنمای عملی فراتحلیل در پژوهش علمی. تهران: سازمان سمت. 1387
4
رستمی حاجی آبادی، مهدی؛ رهنما، نادر؛ سهرابی، مهدی؛ خیام باشی، خلیل؛ و بمبئی چی، عفت. (1390). تعیین روایی و پایان نسخه فارسی پرسشنامه وضوح تصویرسازی حرکت-2. فصلنامه المپیک، 54 (2): 139-129.
5
Aleksander N. Veraksa & Aleksandra E. Gorovaya. (2012)."Differences between imagery usages by elite young athletes: Soccer and Diving Journal of Social and Behavioral Sciences, 33, PP:338-342.
6
Atienza F, Balaguer I, Garcia-Merita ML. (1994). Factor analysis andreliability of the movement imagery questionnaire. Percept Mot Skills. 78:1323-1328.
7
Bentler, P. (1988). Comparative fit indexes in structural models (UCLA Statistics Series No. 9). Los Angeles: University of California.
8
Bentler, P. M., & Chou, C.-P. (1987). Practical issues in structural modeling. Sociological Methods & Research, 16(1), 78-117.
9
"Brain activity during visual versus kinesthetic imagery: an fMRI study". Human Brain Mapping. 30, pp: 2157-2172.(2009).
10
Caliari, P. (2008). Enhancing forehand acquisition in table tennis: the role of mental practice. Journal of Applied Sport Psychology, 20(1), 88-96.
11
Cumming, J. & Ramsey, R. (2008). Imagery interventions in sport. Advances in Applied Sport Psychology, 5.
12
Cumming, J. Williams, S. E. & Murphy, S. (2012). The role of imagery in performance. Handbook of sport and performance psychology, 213-232.
13
Gorbani Amir Hosein, Ghotbi Varzaneh Ahmad, Parhizghar Kohneh Oghaz Javad. (2013). Comparison the Effects Petlep Mental Imagery and Exercise on Skill Acquisition and Retention Throwing Darts. Motor Behavior, 13: 125-138.
14
Goss, S. Hall, C. Buckolz, E. & Fishburne, G. (1986). Imagery ability and the acquisition and retention of movements. Memory & cognition, 14(6), 469-477.
15
Guillot, A. & Collet, C. (2005b). "Contribution from neurophysiological and psychological methods to the study of motor imagery: A review". BrainRese.
16
Guillot, A. & Collet, C. (2008). "Construction of the motor imagery integrative model in sport:A review and theoretical investigation of motor imagery use". International Review of Sport and Exercise Psychology. 1, pp:32-44.
17
Guillot, A. Collet, C. Nguyen, V.A. Malouin, F. Richards, C. Doyon J.
18
Hall, C. R. & Martin, K. A. (1997). Measuring movement imagery abilities: a revision of the movement imagery questionnaire. Journal of mental imagery. 21(1-2): 143-154.
19
Hall, C. Munroe-Chandler, K. Fishburne, G. & Hall, N. (2009). "The sport imagery questionnaire for children (SIQ-C). Journal of Measurement in Physical Education and Exercise Science, 13(2), PP: 93-107.
20
Holmes Paul S. (2006). The Psychophysiology of Imagery in Sport. Bild Einbinden (Biopsychology in physical activity, 251-261). Human Kinetics.
21
Kline P. Principles and practice of structural equation modelling. 1st ed. New York: The Guildford Press; )2005(. p 201
22
Monsma, E.V. Short, S.E. Hall, C.R. Gregg, M. & Sullivan, P. (2009). Psychometric prop-erties of the revised Movement Imagery Questionnaire (MIQ-R). Journal of Imagery Research in Sport and Physical Activity, 4, 1–12
23
Munroe, K. J. Giacobbi, P. R. Jr. Hall, C. & Weinberg, R. (2000). "The four Ws of imagery use: Where, when, why, and what". Sport Psychologist. 14, pp:119–137
24
Munroe, K. J. Giacobbi, P. R. Jr. Hall, C. & Weinberg, R. (2000). "The fouWs of imagery use: Where, when, why, and what". Sport Psychologist. 14, pp:119–137.
25
Munzert, J. Lorey, B. Zentgraf, K. (2009). "Cognitive motor processes: The role of motor imagery in the study of motor representations (review). Brain Research Reviews. 60, pp:306-326.arch Reviews. 50, pp:387-39(Biopsychology in physical activity, 251-261). Human Kinetics.
26
Roberts, R. Callow, N. Hardy, L. Markland, D. & Bringer, J. (2008). Movement imagery ability: Development and assessment of a revised version of the vividness of movement imagery questionnaire. Journal of Sport & Exercise Psychology (30), 200-221.
27
Sharma, N. Jones, P.S. Carpenter T.A. J.C. Baron (2008). "Mapping the involvement of BA 4a and 4p during motor imagery". Neuroimage. 41, pp:92-99.
28
Vaez Mousavi SMK, Mosayebi FA. (2011). Sport Psychology Persian edition. Tehran: SAMT publication.
29
White, A. & Hardy, L. (1995). Use of different imagery perspectives on the learning and performance of different motor skills. British Journal of Psychology, 86(2), 169-180.
30
Williams, S. E. Cumming, J., Ntoumanis, N., Nordin-Bates, S. M., Ramsey, R., & Hall, C. (2012). Further validation and development of the movement imagery questionnaire. Journal of Sport & Exercise Psychology, 34, 621-646.
31
ORIGINAL_ARTICLE
Psychometric characteristics of episodic foresight: preliminary study
The purpose of this study was to investigate the validity and reliability the episodic foresight test. This study is a descriptive- analytic one. The statistical population of this study was all children ages 3, 4 and 5 with low executive functions in kindergartens in Ahvaz city on 1397. In this study 60 children was selected by random sampling method, and responded to episodic foresight test (Atance & Meltzoff, 2005). To examine of the reliability of the instrument, the reliability indicator of the evaluators and the Kappa method and the Cronbach's alpha coefficient were used and, to determined the validity of the instrument, one-way analysis variance and binomial test were used. The result of the research showed that correlation between evaluators in scoring non-verbal section was 1.00 and in scoring verbal section was 0.99, and the Kappa correlation coefficient between the evaluators for each scenario was among 0.94 to 1.00, and cronbach's alpha coefficient was 0.75. To examine the validity of the instrument, the result of the binomial test showed that the children correct response rate was significantly higher than the response rate by chance. Also, the results of analysis of variance showed that there is a significant difference between children means score based on age and the Scheffe test showed that 3 years old children achieved scores lower than 4 and 5 years old children. But, there is no significant difference between scores of 4 and 5 years old children.
https://jem.atu.ac.ir/article_9689_f21d2d1e9725cddd23b136b769fb017f.pdf
2018-09-23
155
173
10.22054/jem.2019.34500.1796
episodic foresight
thinking about the future
psychometric characteristics
kindergarten children
Ghasem
Mohammadyari
behroozin44@gmail.com
1
Phd student of Shahid Chamran Ahvaz University
AUTHOR
Naser
Behrozi
behroozyn@yahoo.com
2
Associate Professor, Shahid Chamran University, Ahvaz, Iran.
LEAD_AUTHOR
Manije
Shehni Yailagh
shehniyailagh@yahoo.com
3
Professor, Shahid Chamran University, Ahvaz, Iran
AUTHOR
Gholam Hosein
Maktabi
ghmaktabi@gmail.com
4
Associate Professor, Shahid Chamran University, Ahvaz, Iran.
AUTHOR
حجتی، علی. واعظ موسوی، سید. محمد. کاظم. خبیری، محمد. (1394). ویژگیهای روانسنجی نسخه فارسی پرسشنامه تصویرسازی حرکتی-3. مطالعات روانشناسی ورزشی، شماره 14، زمستان 1394، صص 16-1.
1
سهرابی، مهدی؛ فارسی، علی رضا؛ و فولادیان، جواد. (1389). تعیین روایی و پایایی نسخه فارسی پرسشنامه تجدیدنظر شده تصویرسازی حرکت. پژوهش در علوم ورزشی، دوره (2)، شماره 5، صص 24-13.
2
عالی، محمدباقر، شهبازی، مهدی. (1397). ویژگیهای روانسنجی نسخۀ فارسی پرسشنامۀ تصویرسازی حرکتی کودکان. مطالعات روانشناسی ورزشی,7
3
هومن، حیدرعلی. راهنمای عملی فراتحلیل در پژوهش علمی. تهران: سازمان سمت. 1387
4
رستمی حاجی آبادی، مهدی؛ رهنما، نادر؛ سهرابی، مهدی؛ خیام باشی، خلیل؛ و بمبئی چی، عفت. (1390). تعیین روایی و پایان نسخه فارسی پرسشنامه وضوح تصویرسازی حرکت-2. فصلنامه المپیک، 54 (2): 139-129.
5
Aleksander N. Veraksa & Aleksandra E. Gorovaya. (2012)."Differences between imagery usages by elite young athletes: Soccer and Diving Journal of Social and Behavioral Sciences, 33, PP:338-342.
6
Atienza F, Balaguer I, Garcia-Merita ML. (1994). Factor analysis andreliability of the movement imagery questionnaire. Percept Mot Skills. 78:1323-1328.
7
Bentler, P. (1988). Comparative fit indexes in structural models (UCLA Statistics Series No. 9). Los Angeles: University of California.
8
Bentler, P. M., & Chou, C.-P. (1987). Practical issues in structural modeling. Sociological Methods & Research, 16(1), 78-117.
9
"Brain activity during visual versus kinesthetic imagery: an fMRI study". Human Brain Mapping. 30, pp: 2157-2172.(2009).
10
Caliari, P. (2008). Enhancing forehand acquisition in table tennis: the role of mental practice. Journal of Applied Sport Psychology, 20(1), 88-96.
11
Cumming, J. & Ramsey, R. (2008). Imagery interventions in sport. Advances in Applied Sport Psychology, 5.
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Cumming, J. Williams, S. E. & Murphy, S. (2012). The role of imagery in performance. Handbook of sport and performance psychology, 213-232.
13
Gorbani Amir Hosein, Ghotbi Varzaneh Ahmad, Parhizghar Kohneh Oghaz Javad. (2013). Comparison the Effects Petlep Mental Imagery and Exercise on Skill Acquisition and Retention Throwing Darts. Motor Behavior, 13: 125-138.
14
Goss, S. Hall, C. Buckolz, E. & Fishburne, G. (1986). Imagery ability and the acquisition and retention of movements. Memory & cognition, 14(6), 469-477.
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Guillot, A. & Collet, C. (2005b). "Contribution from neurophysiological and psychological methods to the study of motor imagery: A review". BrainRese.
16
Guillot, A. & Collet, C. (2008). "Construction of the motor imagery integrative model in sport:A review and theoretical investigation of motor imagery use". International Review of Sport and Exercise Psychology. 1, pp:32-44.
17
Guillot, A. Collet, C. Nguyen, V.A. Malouin, F. Richards, C. Doyon J.
18
Hall, C. R. & Martin, K. A. (1997). Measuring movement imagery abilities: a revision of the movement imagery questionnaire. Journal of mental imagery. 21(1-2): 143-154.
19
Hall, C. Munroe-Chandler, K. Fishburne, G. & Hall, N. (2009). "The sport imagery questionnaire for children (SIQ-C). Journal of Measurement in Physical Education and Exercise Science, 13(2), PP: 93-107.
20
Holmes Paul S. (2006). The Psychophysiology of Imagery in Sport. Bild Einbinden (Biopsychology in physical activity, 251-261). Human Kinetics.
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Kline P. Principles and practice of structural equation modelling. 1st ed. New York: The Guildford Press; )2005(. p 201
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Monsma, E.V. Short, S.E. Hall, C.R. Gregg, M. & Sullivan, P. (2009). Psychometric prop-erties of the revised Movement Imagery Questionnaire (MIQ-R). Journal of Imagery Research in Sport and Physical Activity, 4, 1–12
23
Munroe, K. J. Giacobbi, P. R. Jr. Hall, C. & Weinberg, R. (2000). "The four Ws of imagery use: Where, when, why, and what". Sport Psychologist. 14, pp:119–137
24
Munroe, K. J. Giacobbi, P. R. Jr. Hall, C. & Weinberg, R. (2000). "The fouWs of imagery use: Where, when, why, and what". Sport Psychologist. 14, pp:119–137.
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Munzert, J. Lorey, B. Zentgraf, K. (2009). "Cognitive motor processes: The role of motor imagery in the study of motor representations (review). Brain Research Reviews. 60, pp:306-326.arch Reviews. 50, pp:387-39(Biopsychology in physical activity, 251-261). Human Kinetics.
26
Roberts, R. Callow, N. Hardy, L. Markland, D. & Bringer, J. (2008). Movement imagery ability: Development and assessment of a revised version of the vividness of movement imagery questionnaire. Journal of Sport & Exercise Psychology (30), 200-221.
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Sharma, N. Jones, P.S. Carpenter T.A. J.C. Baron (2008). "Mapping the involvement of BA 4a and 4p during motor imagery". Neuroimage. 41, pp:92-99.
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Vaez Mousavi SMK, Mosayebi FA. (2011). Sport Psychology Persian edition. Tehran: SAMT publication.
29
White, A. & Hardy, L. (1995). Use of different imagery perspectives on the learning and performance of different motor skills. British Journal of Psychology, 86(2), 169-180.
30
Williams, S. E. Cumming, J., Ntoumanis, N., Nordin-Bates, S. M., Ramsey, R., & Hall, C. (2012). Further validation and development of the movement imagery questionnaire. Journal of Sport & Exercise Psychology, 34, 621-646.
31
ORIGINAL_ARTICLE
The Study of Psychometric Properties of the Brief School Belongingness Scale
The aim of this study was to investigate the psychometric properties of the brief school belongingness scale at Iran students sampling. The study was descriptive survey. The study population included all high school students in the second period Parsabad city (Ardabil province) in academic year of 2018, that selected across of there using random cluster sampling 348 finaly scale of 332 was analys abilty. For collective data using from brief school belongingness scale (2016) and brief adolescents’ subjective well-being in school scale (2014). Results confirmatory factor analysis, principle factor brief school belongingness scale, two factor school acceptance and school exclusion determined for brief school belongingness scale. Results pearson correlation coefficients for investigated concurrent validity brief school belongingness scale showed that across of namber at subscales brief school belongingness scale with two component brief adolescents’ subjective well-being in school scale, there is positive and significant correlation. Internal consistency brief school belongingness scale cronbachs alpha coefficients and with correlation coefficients 0/73 to 0/77 confirmatoried. test-retest reliability brief school belongingness Scale and with correlation coefficients 0/67 to 0/76 for total scale and subscales confirmatoried. The results brief school belongingness scale for assessing this construct at Iran students sample from validity and reliability.
https://jem.atu.ac.ir/article_9690_993c7abbdf54b8d55ab866801350ed6b.pdf
2018-09-23
175
188
10.22054/jem.2019.34595.1800
Psychometric properties
brief school belongingness scale
school acceptance
school exclusion
Ali
Sheykholeslami
a_sheikholslamy@yahoo.com
1
University of Mohaghegh Ardabili
LEAD_AUTHOR
saeed
khakdal
saeedkhakdal@gmail.com
2
University of Mohaghegh Ardabili
AUTHOR
Akar-Vural, R., Yılmaz-Ozelci, S., Cengel, M., & Gomleksiz, M. (2013). The development of the sense of belonging to school scale. Eurasian Journal of Educational Research, 53, 215-230.
1
Arslan, A & Duru, E. (2017). Initial Development and Validation of the School Belongingness Scale. Child Indicators Research, 10(4). 1043-1058. DOI 10.1007/s12187-016-9414-y. First Online: 19 August 2016.
2
Blum, R.W. (2005). A case for school connectedness. Educational Leadership, 62(7), 16-20.
3
Booker, K. C. (2004). Exploring school belonging and academic achievement in African American adolescents. Curriculum and Teaching Dialogue, 6(2), 131–143.
4
Chapman, R. L. Buckley, L. & Sheehan, M. (2012). Injury prevention among friends: the benefits of school connectedness. Injury prevention, 18(Suppl 1), A63-A63.
5
Chapman, R. L. Buckley, L. Sheehan, M. & Shochet, I. (2013). Schoolbased programs for increasing connectedness and reducing risk behavior: A systematic review. Educational Psychology Review, 1-20.
6
Chapman, R. L. Buckley, L. Sheehan, M. C. Shochet, I. M. & Romaniuk, M.(2011). The impact of school connectedness on violent behavior,transport risk-taking behavior, and associated injuries in adolescence.Journal of School Psychology, 49(4), 399-410.
7
Duru, E., & Arslan, G. (2014). Evlenmek amacıyla evden kaçan kız ergenler: Bir olgubilim çalışması. Türk Psikolojik Danışmanlık ve Rehberlik Dergisi, 41(5), 36–48.
8
Duru, E., & Balkıs, M. (2015). Birey-çevre uyumu, aidiyet duygusu, akademik doyum ve akademik basarı arasındaki ilişkilerin analizi. Ege Eğitim Dergisi, 16(1), 122–141.
9
Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79–90.
10
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60–71.
11
Malone, G. P., Pillow, D. R., & Osman, A. (2012). The General Belongingness Scale (GBS): assessing achieved belongingness. Personality and Individual Differences, 52, 311–316.
12
Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.
13
Roffey, S. (2011). Enhancing connectedness in Australian children and
14
young people. Asian Journal of Counselling, 18(1), 1-25.
15
Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi,13(1), 147–160.
16
Stracuzzi, N. F. & Mills, M. L. (2010). Teachers matter: feelings of school connectedness and positive youth development among Coos County youth.
17
Tian, L., Han, E. M., & Huebner, S. (2016). Preliminary development of the Adolescent Students’ Basic Psychological Needs at School Scale, Journnal of Adolescence, 37,257-267.
18
Willms, J. D. (2003). Student engagement at school: a sense of belonging and participation. Paris:Organisation for Economic Co-Operation and Development.
19
Ye, F., & Wallace, T. L. (2014). Psychological sense of school membership scale:method effect sassociated with negatively worded items. J Psychoeduc Assess, 32(3), 202–215.
20
You, S., Ritchey, K., Furlong, M., Shocket, I., & Boman, P. (2011). Examination of the latent structure of the Psychological Sense of School Membership Scale. J Psychoeduc Assess, 29(3), 225–237. doi:10.1177/0734282910379968.
21
Yuen, M. Lau, P. S. Lee, Q. A. Gysbers, N. C. Chan, R. M. Fong, R. W. etal. (2012). Factors influencing school connectedness: Chinese adolescents’ perspectives. Asia Pacific Education Review, 13(1), 55-63.
22
ORIGINAL_ARTICLE
Determine the structure of relationships between family members based on personality factors (network data analysis method)
The purpose of this study Network data analysis application in family distance according to personality dimensions (NEO). Network analysis is a powerful method for analyzing communications between network members, which is a personality dimension and a graphical representation of matrix data. This research is a correlation study. In this research, which used cluster random sampling, 130 families with girls aged 11 to 20 from districts 1 and 3 of Tehran were chosen. The NEO Personality traits Inventory was used for data collection. The communication network depicted based on the data using network analysis technique and Fraterman-Reingold algorithm with qgraph and bootnet in software R. This pattern represented that between the subscales of personality, extraversion of the highest centrality, neuroticism had the highest negative connection and openness to experience had the least connection with other subscales. Conscientiousness-agreeableness had the most positive relationship and neuroticism-extraversion had the most negative relationship with each other.
https://jem.atu.ac.ir/article_9691_bc863b16f9e519fc71e25a0c67315305.pdf
2018-09-23
189
208
10.22054/jem.2019.35627.1823
Network theory
Family
Neo personality dimensions
Graph theory
R software
Fahimeh
Sadeghi Zamani
rsz7173@gmail.com
1
M.A. Educational Psychology, Islamic Azad University Science &amp; Research Beranch.
AUTHOR
Mohammad Hossien
Zarghami
zar100@gmail.com
2
Behavioral Sciences Research Center,Life Style Institute, Baqiyatallah University of Medical Sciences,Tehran,Iran.
LEAD_AUTHOR
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