ORIGINAL_ARTICLE
The role of motivational and attitudinal components on math achievement and compilation a structured model for first year high school students in Orumiyeh city
he present research aims to investigate the role of motivational and attitudinal components on math achievement and compile a structured model for first year high school students in Urumiyeh city. The sample group comprised 300 first year high school students in Orumiyeh city. In order to gather data and determine the level of participants' math achievement, their math scores of the first semester was used. In analyzing data, method of analysis route, using LISREL software, the effects of direct and indirect effects and general self-concept variables, father' education level of mathematics, interest in mathematics, parental support and gender stereotyping were discussed. The results showed that the role of self-concept variables, father' education level, parental support and the importance of mathematical on math achievement was meaningful. Further, the self-concept variables and the education of his father's direct progress with mathematical lesson was significant.The other results in this research for index fit and proper research with data was considerable.
https://jem.atu.ac.ir/article_2649_669c3d164cd78872a4714f5c2a0049f7.pdf
2011-03-21
1
33
self-concept
gender stereotyping
parental support
Math achievement
motivation
Attitude
Azadeh
Bolooki
1
کارشناس ارشد سنجش و اندازهگیری
LEAD_AUTHOR
ali
delavar
dr.delavarali@gmail.com
2
عضو هیئت علمی دانشکده علوم تربیتی دانشگاه علامه طباطبایی
AUTHOR
Esmail
Mam sharifi
3
3- کارشناس ارشد سنجش و اندازهگیری
AUTHOR
ORIGINAL_ARTICLE
An Iranian Shortened Version of MMPI-2
he present research is mainly focused on how to standardize and prepare a short form for MMPI-2 questionnaire among Iranian university students. The sample consists of 3578 college students (1763 male and 1815 female) at different educational levels (AA, BA, MA, and PhD) from eight provinces, who were selected via multistage cluster sampling procedure. An Iranian and shortened version of MMPI-2 consisting of 370 questions was used. To investigate the construct validity of Iranian Shortened Version of MMPI-2, and to evaluate its reliability the principal components factor analysis and Oblimin oblique rotation was used. Results showed that Cronbach's Alpha coefficient as an index of reliability was 0.84 at first. This coefficient was increased to 0.96 through the omission of some questions with a weak co-efficient correlation. Among the remaining 156 questions, thirteen factors were extracted using factor analysis, Oblimin oblique rotation, skewing diagram and explained variance percentile. These factors, as a whole, explained 40.15 percent of the total variance of the variables. The naming of the factors was according to the original MMPI-2 including: Psychasthenia (PT), Frequency (F), Hypomania (Ma), Schizophrenia (Sc), Correction (K), Hypochondriasis (Hs), Hysteria (Hy), Paranoia (Pa), Depression (D), Lie (L), Psychopathic deviate (Pd), Social introversion-extroversion (Si), and Masculinity-Femininity (Mf). General findings indicate that the shorted form of MMPI-2 qualifies psychometric properties for clinical use and research activities in Iranian culture, especially in university settings.
https://jem.atu.ac.ir/article_2650_d41d8cd98f00b204e9800998ecf8427e.pdf
2011-03-21
1
20
MMPI-2
reliability
validity
factor analysis
Iranian university students
Masoud
Hosseinchari
1
عضو هیئت علمی دانشگاه شیراز، دانشکده علوم تربیتی و روانشناسی
LEAD_AUTHOR
Hossain
Davoudi
2
دانشگاه آزاد اسلامی واحد خمین
AUTHOR
Haydar
Ali Hooman
3
عضو هیئت علمی دانشگاه آزاد اسلامی واحد تهران مرکز
AUTHOR
Hassan
Pasha Sharifi
sharifi@yahoo.com
4
عضو هیئت علمی دانشگاه آزاد اسلامی واحد رودهن
AUTHOR
آل بهبهانی مرجان. (1368). بررسی ویژگیهای روانسنجی سیاهه سنجش شخصیت کربنرگ. پژوهشهای روان شناختی، سال یازدهم؛ شماره 2، ص 186- 198.
1
ازخوش، منوچهر .(1384). کاربرد آزمونهای روانی. تهران: نشر روان.
2
ثرندایک آر. ال. (1381). روان سنجی کاربردی( چاپ سوم)، ترجمه حیدرعلی هومن. تهران: انتشارات دانشگاه تهران.
3
داکورث، جین آندرسون.(1378). راهنمای تفسیر MMPI و MMPI-2 ( چاپ چهارم)، ترجمه حسنپاشا شریفی و محمدرضا نیکخو. تهران: انتشارات سخن.
4
مارنات، گری گراث. (1384). راهنمای سنجش روانی. مترجم حسنپاشا شریفی و محمدرضا نیکخو. تهران: انتشارات رشد.
5
وزیری، شهرام و لطفیکاشانی، فرح. (1386). طرح کوتاهسازی تست ام.ام.پی.آی (MMPI) بر روی دانشجویان منطقه 8 دانشگاه آزاد اسلامی. رودهن: معاونت پژوهشی دانشگاه آزاد اسلامی واحد رودهن.
6
هومن حیدرعلی. (1381). تحلیل دادههای چند متغیری در پژوهشهای رفتاری، تهران، نشر پارسا.
7
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorder. Washington, DC: Author.
8
Archer. R. P. (1992). MMPI-A: Assessing adolescent Psychopathology. Hillsdale ,NJ: Erlbaum.
9
Ben-Porath,Y. S., Mcculley, E., & Almagor, M. (19093). Incremental validity o the MMPI-2 content scales in the assessment of personality and Psychopathology by self- report. Journal of Personality Assessmen, 61, 557-575.
10
Butcher, J. N. & Pope, K. S. (1989). MMPI-2: A practical guide to psychometric, clinal, an ethical issues. Unpublished Manusciprt.
11
Butcher, J. N. (1988). MMPI-2Manual of administration and scoring. Minneapolis: University of Minnesota press.
12
Butcher, J. N., Dahlstrom, W. G., Graham, G. R., Tellegen, A., & Kaemmer, B. (1989). Development and use of the MMPI-2 content scales. Minneapolise: University of Minnesota Press.
13
Clark, L. A. (1997). Manual for the Schedule for Nonadaptive and Adaptive Personality (SNAP). Minneapolis: University of Minnesota Press.
14
Costa, P. T. Jr., Zonderman, A. B., McCrae, R. R. & Williams, R. B. (1985). Content and Comprehensiveness in the MMPI: An Item Factor Analysis in a Normal Adult Sample. Journal of Personality and Social Psychology, 48 (4) 925-933.
15
Dahlstron. W. G., Lachar, D. & Dahlstrom, L. E. ( 1989). MMPI Patterns of American minorities. Minneapolis: University of Minnesota press.
16
First M, Spitzer R, eds. (1997). Structured Clinicalinterview for DSM-IV AXIS I Disorders (Clinician Version) SCID-I Administration Booklet. Washington, DC: American Psychiatric Association.
17
Garb, H. N. (1994). Judgment research: Implications for clinical practice and testimony in court. Applied & Preventive Psychology; 3, 173- 183.
18
Graham. J. R. & Lilly, R. S. (1984). Psychological testing. Englewood Cliffs. NJ: prentice- Hall.
19
Hathaway, S. R., & McKinley, J. C. (1993). The Minnesota Multiphasic Personality Inventory. Minneapolis, MN: University of Minnesota Press.
20
Helmes, E., & Reddon, J. R. (1993). A perspective upon developments in assessing psychopathology: A critical review of the MMPI and MMPI-2. Psychological Bulletin,113, 453-4[8]1.
21
Hunsley, J., Hanson, R. K., & Parker, K.C. (1988). A summary of the reliability and stability of the MMPI scales. Journal of Clinical Psychology; 44(1), 44-46.
22
Johnson, J. H., Null, C., Buther, J. N., & Johanson, K. N. (1984). Replicated item level factor analysis of the full MMPI. Journal of Personality and Social Psychology,47(1), 105-114.
23
Kincannon, J. C. (1968). Prediction of the standard MMPI scale scores from 71 items: the Mini-Mult. Journal of Consulting and Clinical Psychology, 32, 319-325.
24
Millon, T., & Davis, R. D. (2004). Personality disorder in modern life. New York: Wiley.
25
Millon, T., Davis R. D., & Millon, C. (1997). Manual for Millon Clinical Multiaxial Inventory-III (MCMI-III) (2nd ed.). Minneapolis: National Computer Systems.
26
Millon, T., Millon, C. & Davis R. D. (1994). Manual for Millon Clinical Multiaxial Inventory-III (MCMI-III). Minneapolis: National Computer Systems.
27
Morasco, B. J., Gfeller, J. D., & Elder, K. A. (2007). The utility of the NEO- PI-R Validity Scales of Detect Response Distortion: A Comparison with the MMPI-2. Journal of Personality Assessment, 88(3), 276- 283.
28
Parker, C. H., Hanson, R. K., & Hunsley, J. (1988). MMPI, Rorschach, and WAIS: A mete-analytic comparison of reliability, stability, and validity. Psychological Bulletin, 103, 367-373.
29
Piotrowski, C. & Zalewski, C. (1993). Training in Psychodiagnostic testing in APA- approved psyD and phD clinical training programs. Journal of Personality Assessment, 61, 394- 405.
30
Rushton, J. P., and Irwing, P. (2009). A general factor of personality in the Comrey Personality Scales, the Minnesota Multiphasic Personality Inventory-2, and the Multicultural Personality Questionnaire.Personality and individual differences, 46(4), 437-442.
31
ORIGINAL_ARTICLE
Examination the Invariability of Factor Structure in Fennema-Sherman Mathematics Attitudes Scale for Iranian Bilingual High school students
his study examined the psychometric properties of a Persian translation of the Fennema-Sherman Mathematics Attitudes Scales among a sample of 400 Iranian high school students. A structural equation modeling strategy via Lisrel 8 (with item parceling procedure) was employed in estimating parameters. In addition, confirmatory factor analysis was conducted to assess construct validity of the nine latent variables, with each latent variable measured by 12 observed variables. The results of this study indicate an acceptable fit between the proposed model and the observed data. From all the 108 items (measured variables), 91 items correlated with their respective factors at a reasonably strong level. In general, the Persian translation of the FSMAS has acceptable psychometric properties. The fit of the proposed confirmatory factor analytic model provides evidence for the scale’s construct validity. The sample used in the present study may be minimally representative of the general population and replication is needed. .
https://jem.atu.ac.ir/article_2651_ba13b58b6da8f9020f117755638df85c.pdf
2011-03-21
49
73
Fennema-Sherman Mathematics Attitudes Scales
Confirmatory Factor Analysis
Item Parceling
structural equation modeling
Iranian Bilingual High school students
Naser
Shirbaigi
1
دانشجوی دوره دکتری سنجش و اندازه گیری دانشگاه علامه طباطبایی
LEAD_AUTHOR
azad
hamati
2
عضو هیئت علمی دانشگاه کردستان
AUTHOR
بلوکی، آزاده.(1388).نقش مؤلفههای انگیزشی و نگرشی در پیشرفت درس ریاضی به منظور تدوین یک مدل ساختاری بین دانش آموزان سال اول دبیرستانهای استان آذربایجان غربی. پایان نامه کارشناسی ارشد. دانشکده روانشناسی دانشگاه علامه طباطبایی.
1
تورانی، سمیه.(1387). تدوینمدلساختاری (براساسپنجعاملشخصیتینئوورویکردهایمطالعه) بهمنظورپیشبینیپیشرفتتحصیلیدربیندانشجویان دانشکدهروانشناسیدانشگاهآزاداسلامیواحدکرج. پایان نامه کارشناسی ارشد. دانشکده روانشناسی دانشگاه علامه طباطبایی.
2
رضایی درویشی، مرضیه .(1385). بررسی رابطۀ خودکارآمدی ریاضی، اضطراب ریاضی و جنسیت با پیشرفت ریاضی دانش آموزان سال اول دبیرستان شهر تهران. پایاننامه کارشناسی ارشد دانشگاه علامه طباطبایی.
3
شکرانی، مسعود .(1385).ساخت و اعتباریابی مقیاس اضطراب ریاضی در استان اصفهان. پایاننامه کارشناسی ارشد دانشگاه تهران.
4
علم الهدایی، حسن.(1379). اضطراب ریاضی. مجله روانشناسی و علوم تربیتی تهران، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، سال پنجم، شماره 1.
5
کبیری، مسعود.(1382).نقشخودکارآمدیریاضیدرپیشرفتریاضیباتوجهبهمتغیرهایشخصی. پایان نامه کارشناسی ارشد، دانشگاه تربیت معلم.
6
مینایی، اصغر.(1385).مطالعه ساختار عاملی فرم گزارش معلم آخنباخ با استفاده از تحلیل عاملی تأییدی. تهران: پژوهشکده کودکان استثنایی.
7
Aiken, L., & Dreger, R. (1961). The effect of attitude on performance in mathematics. Journal of Educational Pcychology 52- 16- 24.
8
Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Mathematics Anxiety rating scale, Measurement and Evaluation in Counseling and Development, 22, 143-150.
9
Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9, 78–102.
10
Bandalos, D. L., & Finney, S. J. (2001). Item parceling issues in structural equation modeling. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: New developments and techniques. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
11
Davidson, R.A. (2002) Relationship of study approach and exam Performance. journal of accounting education, 20, 29-44.
12
Elliot, J.C. (1990). Affect and mathematics achievement of nontraditional college students. Journal for Research in Mathematics Education, 21(2), 160-165.
13
Fennema, E.(2000b). Gender and mathematics: what in know and what do I wish was know ?
14
Fennema, E. & Sherman, J. (1976). Fennema- Sherman mathematics attitude scale. Jsas: Catalogue of selected documents in psychology,6(1), 31.
15
Gallagher, A.M. & De Lisi, R. (1994). Gender Differences in Scholastic aptitude test- Mathematics problem solving among high –ability student. Journal of Education Psychology, 86(2), 204-211.
16
Green, B. A, Miller, R. B, Crowsun, H, M, Duke, B. L & Akey, K. L. (2004). Predicting high school students, cognitive, enjoyment and achievement.
17
Hambelton, R. K. (1985). Item Response Theory, Principles and Applications. Kluwer. Nijhoff pPublishing
18
ORIGINAL_ARTICLE
a
a
https://jem.atu.ac.ir/article_2652_ab9376ccc0e38df30992d0e7760bc3db.pdf
2011-03-21
1
23
noreali
farokhi
nooralifarokhi@yahoo.com
1
عضو هیئت علمی دانشگاه علامه طباطبایی
LEAD_AUTHOR
ایزاک، استفان. (1386). راهنمای تحقیق وارزشیابی در روان شناسی و علوم تربیتی. ترجمه علی دلاور. تهران: انتشارات ارسباران.
1
بازرگان، عباس. (1374). ارزیابی درونی دانشگاه و کاربرد آن در بهبود کیفیت آموزش عالی. فصلنامه پژوهش و برنامهریزی در آموزش عالی، شماره 3 و 4 سال سوم، پاییز و زمستان، ص50.
2
بازرگان، عباس.(1387). ارزشیابی آموزشی. تهران: انتشارات سمت.
3
حری، عباس. (1372). مروری بر اطلاعات و اطلاع رسانی. تهران: دبیرخانه هیأت امنای کتابخانههای عمومی کشور.
4
دفتر برنامهریزی آموزشی، نظارت و سنجش. (1384). راهنمای آموزشی دانشگاه علامه طباطبایی. تهران: انتشارات دانشگاه علامه طباطبایی.
5
دلاوری، ابوالفضل. (1387). طرح ارتقاء کیفیت رسالههای دکتری. معاونت پژوهشی دانشگاه علامه طباطبایی.
6
سرمد، زهره، عباس بازرگان و الهه حجازی. (1386).روشهای تحقیق در علوم رفتاری. تهران: نشر آگه.
7
سیف، علی اکبر. (1387). اندازه گیری، سنجش و ارزشیابی آموزشی- ویرایش پنجم. تهران: نشر دوران.
8
سیف نراقی، مریم و عزت ا... نادری .(1387). روشهای تحقیق و چگونگی ارزشیابی آن در علوم انسانی (با تأکید بر علوم تربیتی). ویرایش ششم. تهران: انتشارات ارسباران.
9
شریفی، حسن پاشا و نسترن شریفی. (1387). روشهای تحقیق در علوم رفتاری. تهران: انتشارات سخن.
10
صاحبی، علی. (1383). روش تحقیق در روان شناسی بالینی – تهران: انتشارات سمت.
11
مؤسسه پژوهش و برنامه ریزی آموزش عالی. (1386). گزارش همایش تأملی بر دورههای دکتری تخصصی در ایران. وزارت علوم، تحقیقات و فناوری.
12
وزارت علوم، تحقیقات و فناوری. (1384). آئین نامه دوره دکتری (Ph.D.).
13
ولف، ریچارد. (1376). ارزشیابی آموزشی (مبانی سنجش توانایی و بررسی برنامهها). ترجمه علیرضا کیامنش. تهران: مرکز نشر دانشگاهی. (تاریخ انتشار اثر به زبان اصلی، 1984).
14
American psychological Association.(1991). Publication Manual of the American psychological Association (3thed) ashington. DC: Author.
15
Blount. Lawanna I. (2004). Dissertation proposal Guidelines. Akamaai University.
16
Marczyk,G, Dematteo. D. Festinger, D.(2005). Essentials of research desing and methodology. NJ: John Wiely and sons. Inc.
17
The professional school of psychology. (2005). Dissertation Manual.
18
ORIGINAL_ARTICLE
Study the validity and reliability of the Questionnaire Assessing Organizational Innovation
he aim of this study is to study the of validity and reliability of the Questionnaire Assessing Organizational Innovation. The sample was a totall of 308 managers from educational administers in Tehran City. The results of this study showed that opportune reliability and validity for Questionnaire Assessing Organizational Innovation. The internal consistency coefficient (Chronbach, s alpha) for Questionnaire Assessing Organizational Innovation obtained 0.83. This was relatively high level of Chronbach. S alpha showed relatively high level of reliability. Correlation results among Questionnaire Assessing Organizational Innovation subscales showed convergence at measurement of single phenomenon. The positive correlation of the Questionnaire Assessing Organizational Innovation showed opportune convergent validity.
https://jem.atu.ac.ir/article_2653_cc812645f13f39fa283823c50ae7de21.pdf
2011-03-21
1
20
Questionnaire Assessing Organizational Innovation
reliability
validity
Educational administers
Moustafa
Nickname
1
عضو هیئت علمی دانشگاه علامه طباطبایی
LEAD_AUTHOR
Ali
Taghipour Zahir
2
عضو هیئت علمی دانشگاه علامه طباطبایی
AUTHOR
ali
delavar
dr.delavarali@gmail.com
3
عضو هیئت علمی دانشگاه علامه طباطبایی
AUTHOR
Mohammad
Ghafary Mojalaj
4
دانشجوی دکتری مدیریت آموزشی، دانشگاه آزاد واحد علوم تحقیقات
AUTHOR
سرمد، زهره، عباس بازرگان و الهه حجازی. (1383). روشهای تحقیق در علوم رفتاری. تهران: انتشارات آگاه.
1
Asheim, Björn (2006). “Organization learning & Creativity and Innovation Understanding the Firm: Spatialand Organizational Dimensions, Oxford: Oxford University Press pp. 214-234;
2
Christine S. Koberg,Leonard H. Chusmir.(1987).Organizational culture relationships with creativity and other job-related variables.Journal of Business Research, Volume 15, Issue 5, October 1987, Pages 397-408.
3
Davenport, Elisabeth, widen – wulff, gunilla. (2007). Activity systems, information sharing and the development of organizational knowledge in two finish firms: an exploratory study using activity theory IR. Information research, vol. 12, No.3, PP: 1-16.
4
Davenport, Elisabeth, widen – wulff, gunilla. (2007). Activity systems, information sharing and the development of organizational knowledge in two finish firms: an exploratory study using activity theory. IRinformationresearch, vol. 12, No.3, PP: 1-16.
5
Duffy & Jan, “KM (2000). Technology infrastructure, The Information Management Journal, Vol. 34 .No. 2, April, pp. 62-66
6
Ellen Martine (2009). An organizational culture model to promote Creativity and Innovation. Journal of Industrial Psychology, 2002, 28 (4), 58-65
7
Furst Bowe , Julie A. and Bauer ,Roy a(2007). Application of the Baldrige Model for Innovation in Higher Education New Directions for Higher Education, No 137, 5 – 14.
8
George P. Huber (2009). Organizational Learning and Creativity & Innovation Journal of Industrial Psychology, , 38 (4), 102-129.
9
Hersey , Paul and Blanchard , H. Kenneth and Dowey , Johnson .(1996). Management of Organizational Behavior, 6th ed , Englewood Cliffs , Prentice – Hall.
10
Hess, Michael and Adams, David (2007). Innovation in Public Management: The role and function of community knowledge. The Innovation Journal: The Public Sector Innovation Journal, Volume 12(1), 2007, article 2.
11
Hind Benbya(2008). Introduction to Knowledge Management for Creativity and Innovation Minitrack. Journal of Knowledge Management Volume 12, Number 78.pp:121-149.
12
Hind Benbya(2008). Introduction to Knowledge Management for Creativity and Innovation Minitrack. Journal of Knowledge Management Volume 12, Number 78.pp:121-149.
13
Joanna Kwasniewska (2006). Organizational climat & Creativity and Innovation. Creativity and Innovation Management, Vol. 13, No. 3, pp. 187-196, September 2006.
14
Joanna Kwasniewska .(2006). Organizational climat & Creativity and Innovation. Creativity and Innovation Management, Vol. 13, No. 3, pp. 187-196, September 2006.
15
Kerr, B., & Gagliardi, C. (2003). Measuring creativity in research and practice. In S. J. Lopez & C. R. Snyder (Eds.),Positive psychological assessment: A handbook of models and measures (pp. 155–169). Washington, DC: American Psychological Association.
16
Longman, D., (1985).Structure in Fives: Designing Effective Organizations, Englewood Cliffs NJ: Prentice – Hall,
17
Maull ,r., & Brown , p. ,& Cliffe ,R. (2001), Organizational Culture and Quality Improvement : acase study examination, International journal of operations & production Management , vol. 21 No. 3 , 2001 ,pp. 302 -326
18
McLean, Laird D. (2006). Organizational Culture’s Influence on Creativity and Innovation. Advances in Developing Human Resources Vol. 7, No. 2 May 2005 226-246.
19
Paraponaris, C. (2003), Third generation R&D and strategies for knowledge management, Journal of Knowledge Management, Vol. 7 No.5, pp.96-106.
20
Ray Anthony(1999). Organizational Culture & Creativity and Innovation. Innovative Leader Volume 8, Number 1.pp 78-93.
21
Ray Anthony.(1999). Organizational Culture & Creativity and Innovation. Innovative Leader Volume 8, Number 1.pp 78-93.
22
Rhoades, L.& et al, (2001). Affective commitment to the organization: The contribution of perceived organizational support, Journal ofApplied Psychology, Volume 86, pp. 825–836
23
Runco ,R.F. (2004). Perception of learning culture, concerns about the innovation, and their influence on use of an on-going innovation in the Malaysian public sector (Doctoral dissertation, University of Georgia).
24
Soonhee Kim(2009). Managerial Leadership, the Climate for Creativity and innovation, and a Culture of Innovation and Performance-Driven in Local Government. Paper Prepared for the PMRA Conference 2009 Oct 1-2, 2009Columbus, Ohio
25
Unesco (2002). Innovations in Non-Formal Education. Bangkok: Unesco . Pob.
26
Wall, T. D (2005).Creativity, innovation, Learning and Knowledge Management in the Process of Service Development - Results from a Survey of Experts. Journal of Applied Psychology, 90(5), 774-79
27
Wall, T. D (2005).Creativity,innovation, Learning and Knowledge Management in the Process of Service Development - Results From a Survey of Experts Journal of Applied Psvchology, 90(5), 774-79
28
Weedall،M. (2004). A case study of fidelity approach in an educational innovation. The international Journal of Educational management. Vol. 18، No. 1، PP. 49-57.
29
Weedall،M. (2004). A case study of fidelity approach in an educational innovation. The international Journal of Educational management. Vol. 18، No. 1، PP. 49-57.
30
Yu, H., Leithwood, k. and Jantzi, D. (2002) The effects of transformational leadership on teachers commitment to change in Hong Kong, Journal of Educational Administration, Vol. 40, No. 4, pp. 368–389.
31
ORIGINAL_ARTICLE
Primary construction of Enneagram Personality types Scale
he purpose of this study was to prepare a primary scale which can be used in further extensive studies for preparing normative scale to assess enneagram personality types of Iranian university students in relation to native culture. To achieve this aim, at first, all subjects participated in enneagram training class for ten sessions and we deeply surveyed the Riso- Hudson enneagram. Then, questions based on native culture and enneagram theory were developed. This scale was administered to 20 university students. The results of this pilot study demonstrated that certain questions need be changed and some should be deleted. This scale and RHETI test were simultaneously administered to 110 university students. The subjects were randomly selected from Oromiyeh University. The data were analyzed using mean, standarddeviation, Cronbach, s alpha, KMO, Bartlett, Confirmatory analysis, principal component analysis with Varimax rotation and Pearson correlation. The findings proved that this scale can have some useful applications.
https://jem.atu.ac.ir/article_2654_8dd18236aec68134a17bea8e76742b99.pdf
2011-03-21
1
15
Enneagram
validity
reliability
Firouzeh
Sepehrian
1
عضو هیئت علمی دانشگاه ارومیه
LEAD_AUTHOR
دلاور،ع.(1374). مقدمهای بر نظریههای اندازه گیری (روانسنجی). تهران: انتشارات سمت.
1
سیاسی،ع.ا.(1371). نظریههای شخصیت یا مکاتب روانشناسی.تهران:انتشارات دانشگاه تهران.
2
شاملو،س.(1363).مکتبها و نظریهها در روانشناسی شخصیت. تهران: انتشارات چهر.
3
کریمی،ی.(1374). روانشناسی شخصیت. تهران: نشر ویرایش.
4
راس. آ.اُ.(1373). روانشناسی شخصیت، نظریهها و فرآیندها. (ترجمه سیاوش جمالفر). تهران: بعثت.(انتشار کتاب به زبان اصلی،1992).
5
Adams,S.H.(1994).Role of hostility in women's health during midlife. A longitudinal study. Health psychologys.13, 488-495
6
Apostal, R.A.(1991). College students' career interests and sensing-intuition. personality. Journal of College Student Development.32, 4-7.
7
Bast,M. & Thomson,C.( 2005).Out of the box, the coaching with enneagram. Louisburg, KS: Ninestar publishing.
8
Ciarrochi,J.,Chan,A.&Caputi,P.(2000). A critical evaluation of the emotional intelligence construct. Personality and individual differences, 28, 539-561.
9
Cowan, D.A. (1989).An alternative to the dichotomous interpretation of Jung's psychological Functions: Developing more sensitive measurement technology. Journal of Personality Assessment.53, 459-471.
10
Dembroski,T.M.,MacDougall,J.M.Costa,P.T.& Grandits,G.A .(1989). Components of hostility as predicators of sudden death and myocardial infarction in the Multiple Risk factor Intervention Trail .Psychosomatic Medicine, 51,514-522.
11
Dunne,T.,(1999).Enneatypes : Methods& Spirit our nine basic compulsions. Universal publishers.
12
Helmers,K.F.,Posluszny,D.M.,&Krantz,D.S.(1994) .Associations of Hostility and coronary artery disease:Areview of studies.In A. W. siegman & T.W.smith(eds).Anger,hostility, and the heart (pp.67-96).Hiksdale,NJ:Erlbaum.
13
Hudson.R. (2000).Understanding the enneagram practical guide to personality types. Boston:Houghton Mifflin.
14
Hudson.R. (2001).Enneagram transformations. Boston: Houghton Mifflin.
15
Hudson.R. (2004). Personality types. Using the enneagram for self- discovery. Boston:Houghton Mifflin.
16
Hudson.R. (2005).The wisdom of the enneagram.Boston: Bantom Books.
17
Jung,C.G.(1933). Psychological types. New York : Harcourt,Brace and world.
18
O’Hanrahan,P.(2007).Enneagram professional training program.
19
Palmer, H. (1995).Enneagram in love and work.USA: Harper Sanfrancisco.
20
Siegelman, M. (1988).Origins of extroversion- introversion. Journal of Psychology. 69, 85-91.
21
Stricker, L. J.& Rosss, J.(1962).A description and evaluation of the Myers Briggs type indicator. Princeton, NJ: Educational testing service.
22
Tallon, R.& Sikora, M.(2006).Awareness to action. Chicago: The university of Scranton center.
23
Wink, P. (1993). Does Jung need rescuing? [Review of in search of Jung. Historical and philosophical enquiries]. Contemporary Psychology. 38, 1231- 1232.
24
www.EnneagramWorld wide.com
25
ORIGINAL_ARTICLE
Developing an instrument for Assessing E-learner Entrance Readiness
he purpose of this research is to develop ao instrument for learners' entrance readiness assessment to an e-learning course. The entrance characteristics of e-learner are one of the important inputs in e-learning environment that affects in process and product. The research population consists of the Iranian e-learning expertise and trainee boys that enrolled in the public and private Technical and Vocational Training Organization in summer, 1388. For the sample selection of among e-learning expertise, the criterion-centered sampling, and for trainees population, the multistage cluster sampling were used. With studying the background of research five factor and 37 items were extracted and sent to the iranian e-learning expertise to determine the content validity. The data were collected by questionnaire and interview. The results showed that the 5 determined factors by expertise were confirmed and some of the items were changed in details and general. Then to determine the reliability of the tool, the questionnaires were distributed among 60 technical and vocational trainees and analyzed. Correlation analysis with the total items showed (0/89) was calculated and two of the items had lower correlation with the total items. These two late items were omitted and the questionnaire was distributed among 540 trainees again and 412 questionnaires were gathered finally. Data analysis showed that Kranbakh alpha coefficient among items related to the first factor (0/90), and the related items to second factor (0/75), the items related to third factor (0/77),the related items to fourth factor (0/83) and related items to fifth factors (0/82) and total alpha coefficient Kranbakh items equal (0/92). The date analysis result in the factor analysis method showed that the five identified factors and the related items to them have correlation to.
https://jem.atu.ac.ir/article_2655_c205638ee26a4d700b1742e9ac54ad79.pdf
2011-03-21
1
27
e- readiness
e-learner
E-learning
entrance characteristics
Farhad
Seraji
1
- عضو هیئت علمی دانشگاه بوعلی سینا
LEAD_AUTHOR
Mosayeb
Yarmohammadi Vasel
2
- عضو هیئت علمی دانشگاه بوعلی سینا
AUTHOR
Batista M.A., Martinez M.D(2006). Considerations for the Design of Virtual Learning Environments: A Propsal for Instructional Model Based on Cognitive Functions and Didactic Strategies.Retrived 14 July 2009 from: www aace.com
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Santy, J. Smith,L(2007). Being an e-learner in health and social care: Astudents guide. London:Routledge
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