ORIGINAL_ARTICLE
The Study Factor Structure of a Persian Version of the State-Trait Anger Expression Inventory-2 Child and Adolescent (STAXI-2 C/A) in Iranian sample
The Study Factor Structure of a Persian Version of the State-Trait Anger Expression Inventory-2 Child and Adolescent (STAXI-2 C/A) in Iranian sample AbstractThe aim of the present study is the investigation of the factor structure of State-Trait Anger Expression Inventory -2 Child and Adolescent (STAXI-2 C/A). The inventory has been investigated by considering a sample of Iranian students aged 12 to 17. After preparing questionnaire, firstly, it has been translated to Persian language and then retranslated to original language. Then it has been carried out on 556 male and female high- School and junior- high –school students in Tehran. The results of study indicate that the seven factors including Anger Feeling, Anger-Expression (vocabulary, physical), Anger-Temperament, Anger-Reaction, Anger Expression-Out, Anger Expression-In, and Anger Control were confirmed in Iranian sample. In general, these findings support the construct validity of (STAXI-2 C/A) among a sample of Iranian students.Keywords: Exploratory factor analysis, confirmatory factor analysis, State-Trait anger, Expression anger, Child and Adolescent
https://jem.atu.ac.ir/article_1795_acecd7843d9b0dc0616d428149bda5ba.pdf
2015-06-22
1
29
10.22054/jem.2015.1795
exploratory factor analysis
Confirmatory Factor Analysis
State-Trait anger
Expression Anger
child and adolescent
اعظم
برآبادی
azi_bar63@yahoo.com
1
سبزوار
AUTHOR
لیلا
حیدری نسب
lhnpsy@gmail.com
2
دانشگاه شاهد
AUTHOR
مریم
مقدسین
mmoghadasin@yahoo.com
3
دانشگاه خوارزمی
LEAD_AUTHOR
ORIGINAL_ARTICLE
The confirmatory factor analysis and internal consistency of Learning-Related Emotion Scales (LRES)
Learning emotions are part of achievement emotions that are explained by the Control – Value Theory. The emotions such as enjoyment, anxiety, shame, relief, hope, hopelessness are emotions that students experience in academic setting. Nevertheless researches concentrate on the anxiety emotion. The neglect of these emotions and lack of reliable instrument is one of important problem in educational system of Iran. The statistical community consisted of all undergraduate college students in Iran Shahid Beheshti University in 2013-2014 academic year (N=9421), and the sample consisted of 221 students from different academic disciplines that selected by use of «random sampling». The method developmental survey is used. This study surveys the learning emotions of Iranian Collage students and psychometrics properties (reliability and validity) of «Learning-Related Emotion Scales» (LRES) aimed to it validation for study Iranian college students achievement emotions. The confirmatory factor analysis showed that indexes of model include CFE, GFI, PGFI are fit and factor loads (b, B) are significant and scales have high reliability coefficient. The internal consistency of the scales was significant. So Learning-Related Emotion Scales can be used as a useful instrument for study and research the learning emotions of Iranian college students.
https://jem.atu.ac.ir/article_1797_8452fb32e0c88d841da149cff053a05f.pdf
2015-06-22
31
53
10.22054/jem.2015.1797
Achievement emotions questionnaire (AEQ)
College students
Learning emotions
Control-value theory
بهزاد
ستاری
behsattari@gmail.com
1
دانشگاه شهید بهشتی تهران
LEAD_AUTHOR
حسین
پورشهریار
h_pourshahriar@sbu.ac.ir
2
دانشگاه شهید بهشتی
AUTHOR
امید
شکری
oshokri@yahoo.com
3
دانشگاه شهید بهشتی
AUTHOR
ORIGINAL_ARTICLE
Construct, Making Reliable and Validity Screening of National and Social Identity Test
Abstract: The present study with the purpose of construct, making reliable and validity screening of national and social identity test has been carried out. the social identity is composed of 3 parts including ethnic identity, religious identity and modern identity. Firstly, the components and then their concerned questions were compiled for each sub test. Therefore, the questions of national identity (90 questions) and ethnic identity (68 questions) was arranged in a 158 question questionnaire and the questions of religious identity (72 questions) and modern identity (72 questions) in another questionnaire with 144 questions. Two questionnaires were carried out in preliminary performance on a sample of the students of Tehran Universities. After the preliminary performance, by using items' analysis method, 80 items were omitted of the first questionnaire (158 questions) and in total, 161 items were omitted. Alpha coefficient of the first questionnaire (158 questions) is 0/978 after analysis of the questions. In the second questionnaire (144 questions), the alpha coefficient is 0/957 after omitting the unsuitable items. From questions of the first questionnaire and questions of the second questionnaire, a 141 item questionnaire was formed which its alpha coefficient is 0/965. This questionnaire in main performance on a mixed sample of 410 students of Tehran was carried out. Factor analysis method was used in this step for test analysis. During factor analysis process, 31 factors were recognized in total which 13 factors could be named. In sub test of national identity, 10 factors were recognized which 5 factors could be named. Also, in modern identity 8 factors were recognized which 2 factors were definable.With regard to the results of this research, this questionnaire is of suitable reliability and validity and the obtained elements from factor analysis can measure the national and social identity of students in a suitable manner.
https://jem.atu.ac.ir/article_1798_bed9bc1a9ab6ca63c3f004c2ecb4e5e5.pdf
2015-06-22
54
95
10.22054/jem.2015.1798
" National Identity"
"Social Identity"
" Making Reliable"
" Validity Screening"
mohammad
solgi
solgy2042@yahoo.com
1
رییس سازمان انتشارات جهاد دانشگاهی
LEAD_AUTHOR
hossein
Eskandar
sknd40@gmail.com
2
associated professor of Allameh tabataba'i
AUTHOR
ali
delavar
dr.delavarali@gmail.com
3
professor of assessment and evaluation Allameh tabataba'i university
AUTHOR
Ahmad
borjali
borjali@ut.ac.ir
4
associated professor of psychology Allameh tabataba'i university
AUTHOR
ORIGINAL_ARTICLE
Studding the psychometric properties of self-handicapping scale
Aim:The Aim of this research was studding the psychometric properties of self-handicapping scale as a suitable tool for measuring the self-handicapping.Method:The population was all of Tehran’s university students that 520 people were selected as a sample from the universities of AllamehTabataba’i, Tehran, south branch of Payam-e-Noor & south branch of Islamic Azad University in various fields through purposive sampling. The research tool wasself-handicapping scale (Jones, &Rhodewalt 1982).For studding the psychometric properties of self-handicapping was determined the content validity, construct validity and reliability of this scale.Results:The content validity of this scale was confirmed by 5specialists. In exploratory factor analyze supported three factor solution. Confirmatory factor analysis results indicated that the three-factor model fit the data. Internal consistency of the factors and scale was quite high and also item analysis showed high internal consistency between the items and scale. The reliability of scale was obtained 0.918 using the Cronbach'salpha method and 0.767 using the spilt-half method. Conclusion:Self-handicapping scale has good psychometric properties for college Students. Reliability of this scale was very high and Three-factor model proposed in the research has good construct validity and Helps researchers that can using this instrument for measuring the self-handicapping in the college students.
https://jem.atu.ac.ir/article_1789_fe122bd9930246656484d9d33c0c706d.pdf
2015-06-22
97
117
10.22054/jem.2015.1789
Construct Validity
Content Validity
internal consistency
reliability
Self-handicapping
محمد
سیدصالحی
mohammad.salehi20@yahoo.com
1
M.A student of Allameh Tabataba'i University
LEAD_AUTHOR
Ali
Delavar
dr.delavarali@gmail.com
2
استاد دانشگاه علامه طباطبایی
AUTHOR
ORIGINAL_ARTICLE
Normalizing Sense of Belonging to School Questionnaire and its relationship with Academic Burnout and Achievement Motivation among Persian students
Purpose: The present research is conducted aiming at studying the psychometric characteristics of sense of belonging to school questionnaire by Bree, Bethy, and Wath (2005) among Persian students.Method: The method applied in this research is descriptive-measuring and the population under study includes all male and female secondary students. The sample under study included 350 students (200 boys and 150 girls) which were selected through cluster random sampling. Data for this research was collected through different questionnaires that included school connection feeling, academic burnout, and achievement motivation. All Data were analyzed utilizing Cronbach's alpha, Exploratory factor analysis, and correlation coefficient.Findings: The total Cronbach's alpha scale is calculated 88% that indicates optimal reliability. The correlation of this scale is calculated with academic burnout questionnaire in order to determine divergent validity (-0/567) that also indicated meaningful and negative correlation. Additionally, the sense of belonging to school, and achievement motivation scale is 44% that corroborates concurrent validity of sense belonging to school connection scale. The results of exploratory factor analysis expressed six factors that included: teacher’s support, engagement in the broader community, the sense of observing fairness and respect, positive feelings to school, relationship with school, academic engagment. Conclusion: measuring the sense of belonging to school scale can be applied as reliable and valid tool in educational and research situations.
https://jem.atu.ac.ir/article_1790_aa09ea6fa1034e509daf1cac6ffe170f.pdf
2015-06-22
119
138
10.22054/jem.2015.1790
Key Words: Sense of belonging to school
validity
exploratory factor analysis
reliability
راضیه السادات
مکیان
mahtabmakian@yahoo.com
1
دانشگاه علامه طباطبایی
LEAD_AUTHOR
سید محمد
کلانتر کوشه
kalantar.counseling@gmail.com
2
دانشگاه علامه طباطبایی
AUTHOR
ORIGINAL_ARTICLE
Investigation of the effect of descriptive feedback based lesson plan on students learning and retention at English
In descriptive feedback presentation, beside the intellectual dimension development, other aspects of development like social, emotional and physical development are considered. The purpose of this study was to examine the effect of descriptive feedback based lesson plan on English learning and retention of students at 7th grade of first high school with quasi-experimental pretest-posttest control group design. For this purpose, 50 girl students at the 7th grade of first high school in Aleshtar town were selected through multi stage cluster sampling and examined at experimental and control groups. The instrument of this study was researcher-made learning and retention test. For analyzing the data, one variable covariance analysis was used. The result showed that there was significant difference between English learning and retention of students at experimental and control groups, and experimental group had better learning and retention. Students who were taught with descriptive feedback based lesson plan had better learning and retention in comparison with students who were taught with common and traditional methods. So, it can be said that the implementation of descriptive feedback based lesson plan paves the way for suitable change and improvement and also for presentation and implementation of modern plan in education.
https://jem.atu.ac.ir/article_1791_a2b6f5de8a0b08f4ebc65a72cda7ca60.pdf
2015-06-22
139
158
10.22054/jem.2015.1791
descriptive feedback based lesson plan
common based lesson plan
Learning
Retention
رحیم
مرادی
rahimnor08@gmail.com
1
دانشگاه علامه طباطبائی
LEAD_AUTHOR
آذر
خزائی
azar.khazai@yahoo.com
2
علامه طباطبائی
AUTHOR
محمد رضا
نیلی
m_nili_a@yahoo.com
3
علامه طباطبائی
AUTHOR
ثریا
خزائی
soraya.khazai@gmail.com
4
دانشگاه کردستان
AUTHOR
ORIGINAL_ARTICLE
Confirmatory factor analysis of Psychological Separation Inventory (PSI) among college students
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.
https://jem.atu.ac.ir/article_1987_c2ae64f6d722b30fde307ffb085c56ed.pdf
2015-06-22
110
120
10.22054/jem.2015.1987
psychological separation
Inventory factor structure
students
شهرام
واحدی
vahedi117@yahoo.com
1
دانشگاه تبریز
LEAD_AUTHOR
ORIGINAL_ARTICLE
Psychometric Properties of Sampad’s Entrance Tests for Middle School Children Using Rasch Measurement Model With Emphasis on Intelligence and Creativity Tests
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.
https://jem.atu.ac.ir/article_1792_4d4be4c5ee2589e99eff4b3f2bdd45bb.pdf
2015-06-22
189
210
10.22054/jem.2015.1792
Rasch
Sampad
psychometric
students
Asghar
Minaei
asghar.minaei@yahoo.com
1
Faculty member/ Allamrh Tabataba'i University
LEAD_AUTHOR
ORIGINAL_ARTICLE
Effective Factors on Composition Tests’ Correction by Teachers
This study was done to review effective factors on composition tests’ correction in the third grade of high school by teachers of high school in semnan province, in which 6 questions wer planned. In the present research two groups of men and women teachers, teaching in high schools,participated.at first, the research sample, including 97 persons, was prepared from among the population of teachers of geometry, persian literature and history, teaching in the centers of towns and cities of the province, as cluster sampling. Then, for gathering of the samples, we refer to all of boy and girl high schools in two determined cities that have theoretical branches; and provided each teacher of the aforesaid courses, a package including personal information questionnaire,sample questions of the relative courses, correction guidelines of them and 5 tests that were answered by the students (these 5 papers were selected randomly from among the tests of that course). 5 papers of randomly selected of tests of geometry, history and Persian literature of the third grade in high school, were encoding (a half directly as 1 to 5, and the other half indirectly as 5 to 1), and presented to the teachers for correction, in order that correct the papers according to the answers and determined score independent t-test and analysis of variance were used in comparing the average scores gained by different teachers. According to the results, in all of the 6 questions of the study, there is no meaningful difference; excepting question number 1 that in history part, there is a meaningful difference.findings of the study and applying statistical methods demonstrate that factors such as gender of the teachers, academic paper, years of service, gender of the students and rigorousness of the teachers in correction of the composition tests is not effective.
https://jem.atu.ac.ir/article_1678_343d73b985ba5e07196a5a8286431ef4.pdf
2015-06-22
211
225
10.22054/jem.2015.1678
Composition tests
Correction of the tests
Teachers of Semnan province
masoumeh
alimohammadi
alimohammadi.m1@gmail.com
1
allameh tabtaba'i
AUTHOR
Noorali
Farakhi
farrokhi@atu.ac.ir
2
allameh tabtab'i
LEAD_AUTHOR
یحیی
مهاجر
mohajer@atu.ac.ir
3
عضو هیات علمی دانشگاه علامه طباطبایی
AUTHOR