Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
Meta-analysis of the effectiveness of computer- assisted education on learners's academic performance
1
16
FA
hafez
sahebyar
0000-0002-3577-2620
Ph.D student in educational psychology, Department of psychology, Faculty of Education and Psychology, Azarbaijan University of Shahid Madani, Tabriz, Iran.
hafez_sahebyar@yahoo.com
پیری
piri
0000000171402566
Faculty Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz
m.piry@azaruniv.edu
10.22054/jem.2020.39075.1891
Meta-analysis can provide comprehensive results and make future researchers needless to spend time and cost on duplicate research. The purpose of this study was to provide computer-assisted education on learners's academic performance. The statistical population consisted of studies that were available from 1390 to 1395 at home and from 2010 to 2016 abroad as a full-text article in internal and external databases. The checklist of the research designs was used to collect the information. In order to analyze the data, sensitivity analysis, Funnel analysis, fixed and random models and heterogeneity analysis using CMA software were used. Data analysis of the research showed that computer-assisted education has a positive effect on academic performance. Also, the effects of computer-assisted education on academic performance varies according to sampling methods, but there is no difference in gender. Regarding the results of meta-analysis, it can be said that using computer-assisted education is more effective in academic performance.
Academic Performance,Computer,Meta-analysis,effect of size
https://jem.atu.ac.ir/article_10894.html
https://jem.atu.ac.ir/article_10894_aa2961c8c22802f87770263eaf2198b3.pdf
Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
The study of the factor structure of the psychological characteristics of the recreuitment of primary teacher
17
36
FA
Ali
Sharifzadeh
allameh- Teharan- Iran
alisharifzade23@yahoo.com
Hossein
Eskandari
Professor in Clinical Psychology, Allameh Tabatabai University, Tehran, Iran
knd40@gmail.com
Ahmad
Borjali
Professor in Clinical Psychology, Allameh Tabatabai University, Tehran, Iran
borjali@atu.ac.ir
faramarz
sohrabi
0000-0003-0293-6120
Professor in Clinical Psychology, Allameh Tabatabai University, Tehran, Iran
sohrabi@atu.ac.ir
10.22054/jem.2020.44147.1935
Assessing psychological characteristics in applying and choosing of the teachers of preliminary schools is one of the important problems of education system and it has got a major role in qualifying education system and mental and spiritual health of the students. In this research, the issue has been surveyed in three psychological dimensions. The methodology is exploratory qualitative and the analysis approach is coding. Its population consists of scholars of education, its sampling is purposeful and interviews are semi-structured. The findings express psychological characteristics of teachers; cognitive dimension consists of analysis power, tact, creativity, innovation, high IQ and powerful memory. Emotional dimension includes cheerfulness, good temper, interest in teaching, emotional stability, humility and modesty, fairness. Personality consists of honesty, responsibility, tolerance, adornment, class management, purity, high social interaction, positive thinking, self-respect and critical thinking. Over all, this research shows that psychological characteristics of teachers are the essential factors in promoting their professional proficiency. The applied outcome of this research will be a model for applying and choosing of the teachers of preliminary schools.
Cognitive,emotional & personality characteristics,applying and choosing
https://jem.atu.ac.ir/article_10895.html
https://jem.atu.ac.ir/article_10895_0ef6da852dd0baf5bb8e3009bf820809.pdf
Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
Assessing the Validity and Reliability of Krug, Erick, and Almond’s Autism Behavior Checklist (2009) in Iranian children with Autism spectrum disorder.
37
55
FA
SAEED
Rezayi
Assistant Professor, Psychology and Education of Exceptional Children, Allameh Tabatabai University. Tehran Iran
rezayi.saeed10@gmail.com
Mehri
Pourheidar
M.A. in, Psychology of Exceptional Children, Islamic Azad University, Tehran Center Branch
pourheidar.mehri@gmail.com
Maryam
zabih ghasemi
M.A. in General Psychology, Payame Noor University, Karaj Branch, Iran
maryam.zabihghasmi@gmail.com
10.22054/jem.2020.43665.1931
Abstract<br /> Objective: The purpose of this study is Assessing the Validity and Reliability of Krug, Erick, and Almond’s Autism Behavior Checklist (2009) in Iranian people with Autism spectrum disorder. Method The research method is a test instruction type. Statistical population was all children with Autism spectrum disorder in Tehran. This assessment was performed on 400 randomly selected children with a confirmed diagnosis of autism from the outpatient departments of Tehran Autism Clinics and was carried out by the researchers in sample group. <br /> Findings: The Alpha score 0/946, indicates a high value of the questionnaire for diagnostic and therapeutic purposes. It seemed valid to diagnose 73/9 % of the healthy population, and 77/5% of the autistic patients. The Results shows a high level of consistency both within and between the study questionnaires when compared to the control Questioners. The subscale questions were also noted to have a high level of correlation. Conclusion based on the findings of the present study, the adjusted Krug, Erick, Almond’s Autism Behavior Checklist, is valid and reliable to be applicable in the majority of Iranian children with the diagnosis of autism.
Keywords: Validity and Reliability,Autism Behavior Checklist,Autistm spectrum disorder
https://jem.atu.ac.ir/article_10524.html
https://jem.atu.ac.ir/article_10524_bb5f3c54ab47d761e574d22366a694e6.pdf
Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
Construction and Normalization of Adolescent Social Loafing Questionnaire
57
70
FA
Noor Ali
Farokhi
0000-0000-0000-0000
Associate Professor, Assessment and Measurement Department, Allameh Tabatabai University, Tehran, Iran
farrokhinoorali@gmail.com
10.22054/jem.2020.23503.1582
Back ground: Nowadays use of teams and work groups to perform different tasks is increasing Social loafing point to the important thing that people may show less conscious effort in group than when working individually . <br /> Aim: The present study aimed to Construction and Standardization of adolescents social loafing questionnaire<br /> Method: This research is a descriptive study in which 27 high school students of Kermanshah city (first and second secondary) participated A 34-item questionnaire, developed based on research literature and was completed by students for data collection. To determine the number of factor s of questionnaire, exploratory and confirmatory factor analysis by LISREL 8.7 and SPSS 16.0 software were used. Also awareness function of questions calculated by using software MULTI-LOG.<br /> Results: The research showed that the Cronbach's alpha coefficient of questionnaire that indicates the inner reliability and parallelism is high.( α =0.923) and validity through exploratory factor analysis by varimax's method produced four factors that are: Job characteristics, individual perception, group characteristics, inferiority and negative perceptions. Also by using of first and second order confirmatory factor analysis these four factors examined and results showed that validity of questionnaire is acceptable.<br /> Discussion and conclusions: Research findings indicate that adolescents social loafing questionnaire have acceptable psychometric characteristics. and it can be use as valid and reliable tool for research in Sociology and psychologically
test,measuring,Social loafing,adolescents,normalization
https://jem.atu.ac.ir/article_10896.html
https://jem.atu.ac.ir/article_10896_9e92dfb0301dbef1b71a27af0faa47eb.pdf
Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
Psychometric Properties of Spiritual Health Questionnaire
Instructors in kindergartens in Tehran
71
89
FA
ZOHREH
MOOSAZADEH
0000-0003-1269-5594
faculty member of imam sadeq university
moosazadeh@isu.ac.ir
siyamak
tahmasebi
Faculty Member of the Department of Pre primary School of Psychology, University of Social Welfare and Rehabilitation Sciences
siyamak.tahmasebi@gmail.com
habib
Masudi Farid
Deputy of Social Affairs of the Welfare Organization of the country
habib.masoudifarid@gmail.com
10.22054/jem.2020.43414.1927
هدف: هدف از انجام این پژوهش بررسی ویژگی های روانسنجی پرسشنامه سلامت معنوی در مربیان مهدهای کودک شهر تهران بود. مواد و روش: روش پژوهش توصیفی بود. جامعه آماری این پژوهش مربیان مهدکودک های شهر تهران در سال 1396 بودند که به پرسشنامه سلامت روان مبتنی بر آموزه های اسلامی(ابوالمعالی و موسی زاده، 1394) پاسخ دادند. روش انتخاب نمونه سهمیه ای تصادفی بود که در آن از مناطق شمیرانات، شهر ری و مرکز تهران تعداد 1100مربی به تصادف انتخاب شدند. یافته ها: روایی سازه مقیاس به روش تحلیل عاملی اکتشافی بررسی شد. نتایج نشان داد که مقیاس سلامت روان از دو عامل ایمان به خدا و خودکنترلی تشکیل شده است و این دو عامل 56/44 درصد از واریانس کل مقیاس را تبیین کردند. اعتبار مقیاس به روش همسانی درونی بررسی شد و ضرایب آلفای کرونباخ برای دو عامل 94/0 و 69/0 به دست آمد. نتیجه گیری : مقیاس سلامت روان مبتنی بر آموزه های اسلامی از روایی و اعتبار قابل قبولی برخوردار است و ابزار سودمندی برای سنجش سلامت معنوی مربیان مهدهای کودک می باشد.
ویژگی های روانسنجی,مربیان مهد کودک,پرسشنامه سلامت روان بر اساس آموزه های اسلامی
https://jem.atu.ac.ir/article_10897.html
https://jem.atu.ac.ir/article_10897_95f8f28d9b69b4cd3754a162f6da00ed.pdf
Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
Evaluation of Reliability and Validity of Persian for non-Persian Speakers Placement Tests of Sa’adi Foundation
91
111
FA
Reza Morad
Sahraee
0000-0001-9953-0789
linguistics department, faculty of Persian literature and foreign languages, Allame Tabatabaee university, Tehran, Iran
rezasahraee@yahoo.com
GholamHossein
Rezapour
Allameh Tabatabiee university
gh.hossein88rzp@gmail.com
10.22054/jem.2020.39125.1892
One of the key features of a successful test is to have an appropriate reliability. This study determined the validity and reliability of the Persian language placement test of Sa’adi Foundation. This test consists of three main sections: language knowledge, writing and speaking. The language knowledge section consists of three sub-sections: grammar, vocabulary, and reading. The statistical population of the test consisted of 140 language learners from 41 countries. To calculate the reliability and the construct validity, Cronbach's alpha coefficient and Pearson correlation coefficient was used respectively. The reliability index in the language knowledge sub-sections’, grammar was 0.71, vocabulary was 0.817, reading was 0.861 and for the whole language knowledge was 0.916. The reliability of the two sections of speaking and writing was 0.749 and the total test was 0.895. Considering that the acceptable reliability index in Cronbach's Alpha method was at least 0.7, it was found that the test in various sections and sub-sections, and the test overall, had an acceptable reliability. The correlation coefficients obtained from the test sections, between language knowledge and speaking were 0.175, language knowledge and writing 0.186, and writing and speaking 0.602. Perhaps at first glance, test validity is not acceptable, but by comparing the correlation between the sub-sections of the language knowledge and the skills of speaking and writing, it can be concluded that the students have acted poorly in the productive skills, and this shows that in their educational background, they are concerned only with language knowledge or declarative knowledge, not the procedural knowledge.one of the application of this article is that Persian curriculum should focused on improving procedural knowledge of the Persian learner.
"testing","placement test","Validity","Reliability","backwash effect"
https://jem.atu.ac.ir/article_10898.html
https://jem.atu.ac.ir/article_10898_42bc3eb20940803e3f59913ee0978c64.pdf
Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
Psychometric Analysis of Persian Version of Movement Imagery Questionnaire for Children (MIQ-C) Using Item Response Theory
113
136
FA
Ali
Moghadam zadeh
Assistant Professor, Faculty of Psychology and Educational Sciences, Tehran University, Tehran, Iran.
sanjeshali30@gmail.com
Hassan
Gharayagh Zandi
Assistant Professor, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran.
ghzandi110@ut.ac.ir
Meysam
Yavari Kateb
Master&#039;s degree in Sport Psychology, College of Sport Sciences, Tehran University, Tehran, Iran.
meysam.yavari.kateb@gmail.com
10.22054/jem.2020.32709.1762
Previous studies have shown that Movement Imagery ability is effective in motor performance and learning in sports and rehabilitation. Appropriate inventory for assessment of this ability in adults (e.g. MIQ-3) development and validated in Iran. However, there is currently no standard tool for using children in Iran. To address this gap, we sought to examine the psychometric properties of the Persian version of imagery ability questionnaire for children (MIQ-C). The statistical population included children from 7 to 12 years old (135 boys, 109 girls) who were selected by random cluster sampling. Results replicated that most items had good discrimination and threshold parameters and high item information values and IRT replicated that all questions have an appropriate coefficient of detection (a) and threshold (b). So the Persian version of the current questionnaire is recommended to measure the Movement Imagery ability to children from 7 to 12 years of age in Persian.
exploratory factor analysis,Imagery ability,Item Response Theory,children
https://jem.atu.ac.ir/article_10899.html
https://jem.atu.ac.ir/article_10899_b34143b73da74a7ad7d11115d9f74a30.pdf
Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
Psychometric Properties of Metacognitive Awareness Inventory and its Relationship with achievement goals in Secondary School Students in Shahriar City
137
167
FA
Shirin
Kooshki
Associate Professor, Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
sh.kooshki@iauctb.com
Aazam
Shavandi
M.A. in Psychometrics, Islamic Azad University, Central Tehran Branch, Tehran, Iran.psychology
azshavandi_80@yahoo.com
10.22054/jem.2020.46853.1971
The purpose of this study was to evaluate the psychometric properties of the Metacognitive Awareness Inventory and its relationship to Achievement Goals between female’s secondary school students in Shahriyar city. From statistical population consisted of 10500 high school female students of Shahriyar Secondary Schools in 97-98 academic year with a sample size of 561 by multistage random sampling and responded to the Schraw and Dennison (1994) meta-cognitive awareness questionnaire and the Elliot and McGregor (2004) achievement goals questionnaire. To evaluate the reliability of the metacognitive awareness questionnaire, using a T-test method on 53 subjects over two three-week intervals, the coefficient α = 0.79 for the whole questionnaire and α = 0.82 for the scales and subscales. It was achieved to indicate the characteristic of test stability over time. In addition, the results of the validity of the questionnaire with Cronbach's alpha method on a sample of 561 individuals, for the whole questionnaire was α = 0.82 and for the subscales and scales α = 0.84 indicating internal consistency of the question. Eight factors were obtained to investigate the construct validity using exploratory factor analysis, consequently confirmatory factor analysis, it was found that the instrument had an acceptable fit. In order to investigate convergent validity, the factors obtained from exploratory factor analysis were analyzed. The results show that the factors of the questionnaire have good convergent validity, that is, they measure what they need to measure. Concurrent validity confirmed the correlation between the metacognitive awareness questionnaire and achievement goals.
Metacognitive awareness,achievement goals,Psychometric properties,students
https://jem.atu.ac.ir/article_10900.html
https://jem.atu.ac.ir/article_10900_def255be13c206210d9df99e2390bfd4.pdf
Allameh Tabataba’i University
Quarterly of Educational Measurement
2252-004X
2476-6240
10
37
2019
09
23
Delaware School Climate Survey-Student (DSCS-S): Factor Analysis, Validity and Reliability
169
186
FA
mina
nezami
0000-0002-7836-1522
M.A. in Educational Psychology, Tehran University , Tehran, Iran.
minanezami58@gmail.com
Zahra
Naghsh
Assistant Professor, Department of Educational Psychology, University of Tehran, Tehran, Iran
z.naghsh@uc.ir.ac
Elaheh
HejaziHejazi
0000-0003-3032-5554
Associate Professor, Department of Educational Psychology, University of Tehran, Tehran, Iran.
ehejazi@ut.ac.ir
10.22054/jem.2020.45901.1955
This study investigated the validity, reliability and factor structure of Delaware school climate- student (DSCS-S) (Bear, Gaskins, Blank, Chen, 2016) in Iranian girl high school students. 500 girl high school students from grade 11 (250 experimental sciences, 250 human sciences) were selected through multi-stage sampling method and Persian version of DSCS-S was administrated among three towns of Zanjan province. The results based on item analysis showed that Cronbach's alpha coefficient for the scale was 0.92. Then the internal consistency of the scale was high. Confirmatory factor analysis also confirmed this structure and the existence of 7 factors: teacher-student relations, student-student relations, student engagement, clarity of expectations, fairness of rules, school safety and bullying. The factor structure of the scale was invariant by major. Goodness of fit indicates of confirmatory factor analysis confirmed the 7 extracted factors. Based on the results, Persian version of DSCS-S can be used as a precise instrument among girl high school students in Iran.
: confirmatory factor analysis,validity,reliability,Delaware school climate-student survey
https://jem.atu.ac.ir/article_10901.html
https://jem.atu.ac.ir/article_10901_0eb317dea30af96389c868bd9ac443fe.pdf