Quarterly of Educational Measurement

Abstract Response time has always been a concern in ability measurement, sometimes implicitly as in time-limit tests, sometimes explicitly as in speeded tests, and sometimes as the main outcome variable. Therefore, this study seeks to investigate the application of response time model in measuring cognitive ability of the children's quantitative reasoning. To this end, a sample of 502 children from different areas of Tehran was recruited through Cluster sampling and evaluated with a quantitative reasoning test. To analyze the collected data, modeling response time with the hierarchical model was used. Item and person parameters were also estimated and interpreted. The modeling results revealed that in addition to the response correctness parameters, response time parameters including discrimination coefficient, difficulty coefficient and gamma also been estimated. Moreover, the estimated parameters of the response time model compared with the 2-pl IRT model in order to identify their main similarities and differences. Findings revealed that there are some differences in discrimination coefficients and Thetas of individuals, which indicates the power of the response time model. It is worth mentioning that the lowest differences were observed in the difficulty coefficients. Finally, based on the number of parameters, increasing the variance of theta scores, and research background support, the study and application of response time models in measuring children's cognitive abilities were suggested.

Abstract The purpose of this research was to standardize the scale of emotional and social skills of teachers based on the model of positive psychology. The present research was conducted using a mixed research method. In the qualitative phase, a semi-structured interview was conducted with 18 experts and experts in the field of psychological and social competencies of teachers based on the model of positive psychology. The obtained data were analyzed using grounded theory method. 3 dimensions and eighteen components were the result. Based on the findings of the first part of the research, the scale was designed and tested. The quantitative stage consisted of the preparation of the pre-preliminary version and the preliminary version and the standardization stage of the scale. For this purpose, 234 items were written in the construction phase, and at the end of this phase, a preliminary scale with 126 items was prepared. In the standardization stage, the final version was prepared based on the data of a sample group consisting of 357 teachers and with 72 items. In addition, scales of psychological capital, job-related emotional well-being and reflective action of the teacher were used as tools to check the validity of the constructed scale. Checking the validity of the items, subscales and the whole scale of the final model showed that the range of internal homogeneity coefficients of the subscales is between 0.51 and 0.68. The correlation coefficients of the score of the designed components with the total score of the mentioned subscale are between 0.69 and 0.83. Therefore, according to the results, it can be said that the developed scale has sufficient validity and can be used in consulting and research collections.

Abstract The rapid adoption of ChatGPT in academic settings has raised concerns about its impact on learning and research. This study aimed to investigate the factor structure and psychometric properties of the Persian version of the ChatGPT Usage Scale in postgraduate students. In this descriptive survey study, 350 students (179 females and 171 males) from Shahid Beheshti University were selected using convenience sampling method and responded to the ChatGPT Usage Scale (Nemt-allah et al., 2024), the Self-Directed Learning Scale (Lounsbury & Gibson, 2006) and the Brief Regulation of Motivation Scale (Kim et al., 2018). The results of the confirmatory factor analysis statistical method empirically supported the three-factor first-order structure of the ChatGPT Usage Scale, which includes, academ‌ic writing aid, academic task support and reliance and trust. Also, the correlation between the ChatGPT Usage Scale with Self-Directed Learning ability and Regulation of Motivation in postgraduate students supported the criterion validity of the scale. The internal consistency coefficients of the ChatGPT usage subscales were obtained using Cronbach's alpha method and were acceptable. Overall, the results of this study, by replicating the three-factor structure of the ChatGPT Usage Scale in Iranian university students, while defending the validity of its underlying theoretical perspective, provided convincing evidence in support of the acceptability of the technical, validity, and reliability characteristics of the Persian version of the scale.

Abstract Childhood emotional abuse is a covert yet highly impactful form of child maltreatment that can lead to enduring adverse consequences for mental health. The present study aimed to examine the psychometric properties of the Childhood Emotional Abuse Questionnaire (Goodall & Sawrikar, 2023) within an Iranian population. This research employed a descriptive design and was conducted as a psychometric study. The study population consisted of all adults aged 18 years and older residing in Qom city in 2025, from whom 444 participants were selected using convenience sampling. The research instruments included the Childhood Emotional Abuse Questionnaire, the Childhood Trauma Questionnaire, the Depression, Anxiety, and Stress Scale, and the Difficulties in Emotion Regulation Scale. Data were analyzed using R software (version 4.3.1) with the mirt, psychometric, and psych packages, as well as Amos software (version 24). Results based on Classical Test Theory indicated that most items of the questionnaire, except for Item 8, demonstrated satisfactory item–total correlations and adequate discriminative power. Moreover, significant and positive correlations between the questionnaire items and criterion variables provided strong evidence for the convergent validity of the instrument, whereas Item 8 consistently showed a markedly weaker pattern of associations. Confirmatory factor analysis supported the original two-factor structure of the questionnaire following the removal of Item 8. Reliability indices further indicated acceptable internal consistency of the collected data. Additionally, Item Response Theory analyses revealed that, with the exception of Item 8, all items exhibited desirable threshold parameters, discrimination indices, and factor loadings. Examination of the test information function showed that the questionnaire provides the highest level of information and the lowest measurement error within the latent trait range of −2 to +4. Overall, these findings suggest that the Childhood Emotional Abuse Questionnaire is a valid and reliable instrument for assessing childhood emotional abuse in the Iranian population.

Abstract Educational evaluation plays a pivotal role in improving the quality of educational programs. This study aimed to analyze the alignment of master's theses in educational sciences with the standards of Kirkpatrick's four-level model. The statistical population included all theses from four top Iranian universities (Tehran, Allameh Tabataba'i, Shahid Beheshti, and Ferdowsi Mashhad) between 2005 and 2023, from which 26 theses were selected through census sampling based on inclusion criteria.
The research instrument was a researcher-made checklist comprising 21 indicators across four levels (reaction, learning, behavior, and results), whose validity was confirmed by three experts and reliability was calculated with Cohen's kappa coefficient of 0.92. Findings revealed that the reaction level showed the best performance with 95.4% alignment, while this rate decreased to 54.6% for learning, 34.8% for behavior, and 13.2% for results. Major weaknesses included insufficient use of advanced assessment methods (15%), lack of long-term follow-up (8%), and neglect of organizational indicators measurement (77%).
The results demonstrate an urgent need for revising evaluation research methodologies, developing indigenous tools for higher-level assessment, and emphasizing longitudinal evaluations. These findings are significant for enhancing the quality of educational evaluation research and improving the effectiveness of educational programs.

Abstract The present study aimed to examining the three-factor structure of the Persian version of Schultz et al.'s (2010) Suffering Experience and Perception Scale in individuals aged 18 to 50 in Ahvaz city. This psychometric research employed a test development and standardization approach. The statistical population consisted of individuals of Ahvaz aged 18 to 50. To assess face and content validity, a panel of 13 experts and faculty members from Shahid Chamran University, Jundi-Shapur University, and Islamic Azad University was selected. The preliminary study phase included 50 students from Shahid Chamran University, while the final sample comprised 445 individuals aged 18 to 50 from Ahvaz city, selected via convenience sampling. Data collection was conducted in the field and using the Suffering Experience and Perception Scale developed by Schulz et al. (2010). The data was analysis using Exploratory and Confirmatory Factor Analysis. The findings strongly support the validity and reliability of the Persian version of the scale, such that its three-factor structure - encompassing physical suffering, psychological suffering, and spiritual suffering - demonstrating significant consistency with theoretical foundations of the feeling of suffering.

Abstract Given the rapid evolution of artificial intelligence (AI) and the need to assess AI skills, it is vital to validate indigenous instruments to measure AI literacy. This study aimed to psychometrically validate Ng et al.’s (2024) AI literacy questionnaire in a sample of Iranian undergraduates as a non-Western context (Iran). This research employed a descriptive-correlational design with a psychometric approach. The questionnaire was localized through a back-translation process and expert review by specialists in educational technology, computer science, and English language teaching. Initial reliability was evaluated by conducting a pilot study involving 30 students using Cronbach’s alpha and test-retest methods. The final version of the questionnaire was administered to 151 undergraduate English education students at Shahrekord University who were selected via stratified random sampling. To examine construct validity and reliability, confirmatory factor analysis and structural equation modeling based on covariance were conducted using AMOS and SPSS software. The results of the first-order confirmatory factor analysis indicated that the factor loadings of the items were acceptable and significant. In addition, the composite reliability (0.84) and average variance extracted (0.62) indices indicated satisfactory convergent validity of the constructs. The second-order confirmatory factor analysis was run to evaluate the AI literacy scale’s affective, behavioral, cognitive, and ethical dimensions. The model fit indices indicated an acceptable model fit. Overall, the results revealed that the four-dimensional (ABCE model) structure of AI literacy is confirmed in an Iranian sample. Furthermore, the descriptive analysis of the dimensions showed the affective dimension received the highest mean value, highlighting the importance of the motivational and attitudinal factors in forming AI literacy. In sum, the Persian version of the AI literacy questionnaire with 32 items demonstrated acceptable validity and reliability and can be used as an authentic tool for measuring AI literacy among Iranian university students.

Abstract The present study aimed to examine the psychometric properties of the Teacher Emotion Regulation Scale (TERS) in a sample of Iranian teachers. This questionnaire includes five core emotion regulation strategies: avoidance, cognitive reappraisal, suppression, active modification, and tension reduction, each representing different ways in which teachers manage their emotions in the educational environment. Considering the importance of emotion regulation in the quality of educational interactions, professional performance, and teachers’ mental health, it was essential to investigate the validity and reliability of this tool within the Iranian cultural context. The study population consisted of all secondary school teachers in Tehran during the 2023–2024 academic year, from which a sample of 350 teachers was selected using multistage cluster sampling. Various statistical methods were employed for data analysis, including exploratory and confirmatory factor analyses to examine the factor structure, Cronbach’s alpha to estimate reliability, and convergent validity indices. The findings indicated that the Persian version of the TERS, like the original version, demonstrated a five-factor structure, with all strategies identified with appropriate factor loadings. The reliability coefficients of the subscales ranged from 0.85 to 0.90, indicating satisfactory internal consistency. Furthermore, evidence of convergent validity confirmed significant associations between the questionnaire dimensions and related constructs. Based on these results, the Persian version of the TERS can be considered a valid and reliable tool for assessing emotion regulation among Iranian teachers and can be utilized in future research as well as in intervention and educational programs.

Abstract Until now, various tools have been used to measure resilience, but most of them have been designed in accordance with the views of Western societies on this component. The present study aimed to investigate the psychometric properties of the 9-item resilience inventory for non-clinical populations, which is based on the perspective of Eastern societies on resilience. In this study, the statistical population included all teachers working in public schools of Markazi Province during the 2023–2024 academic year, of whom 302 teachers completed the 9-item Resilience Inventory (RI-9; Wongpakaran et al., 2023), the Brief Resilience Scale (BRS; Smith et al., 2008), and the Anxiety subscale of the Depression, Anxiety, and Stress Scale (DASS-21; Lovibond & Lovibond, 1995) through an online survey. Reliability was assessed using Cronbach's alpha and McDonald's Omega, while validity was evaluated through convergent validity, concurrent validity, and confirmatory factor analysis. The results of the factor analysis confirmed the single-factor structure of the original version and the data fit of this inventory in the Iranian sample, and the convergent and concurrent validity were also adequate (p < 0.001). Furthermore, Cronbach's alpha (α = 0.87) and McDonald's omega (Ω = 0.87) coefficients indicated the instrument's reliability. The findings suggest that the Persian version of the 9-item Resilience Inventory demonstrates acceptable validity and reliability, making it a suitable instrument for research and educational purposes.

Abstract The widespread distribution of smartphones has created new challenges regarding the psychological consequences of their use on social relationships. The term phubbing refers to the act of ignoring someone in a social context due to their smartphone. Phubbing can occur in any social context, including romantic relationships, the workplace, and family. However, in our country, to date, not the slightest attention has been paid to the possible effects of parental phubbing on children. To fill this gap, this article introduces a new scale that measures children's perceptions of parental phubbing. The research population included all ninth-grade students in Yazd in the academic year 2024-2025, of which 582 students were selected using multistage cluster random sampling. Participants responded to the Parental Phubbing Scale (Ding et al., 2020), the Loneliness Questionnaire (Russell, 1996), and the Feelings of Rejection Questionnaire (Job, 2003). Analyses were conducted in several stages, including item analysis, exploratory factor analysis, confirmatory factor analysis, content, convergent and predictive validity, and reliability calculation. The results of item analysis showed that all items were sufficiently reliable. Exploratory factor analysis showed that both forms of this scale were single-factor. Confirmatory factor analysis also confirmed the single-factor structure of this scale. Content, convergent, predictive, and reliability validity of both parent and child forms were also adequate. Therefore, the parental phubbing scale in the Iranian adolescent community has appropriate reliability and validity and can be used as a valid tool to measure adolescents' perceptions of parental phubbing.