Quarterly of Educational Measurement

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 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 aim of the study was to evaluate and explain the performance of professors supervising doctoral theses of doctoral students. The research method was mixed and using an explanatory design. In the quantitative part, the descriptive method was used. The statistical population consisted of professors at Allameh Tabatabaei University who supervised at least one doctoral thesis in the academic years (1402-1399) and doctoral students who defended their thesis in the same period. Available individuals were selected as the sample. 120 doctoral students responded to a questionnaire on the obligations and duties of a supervisor. Data analysis using a paired t-test showed that the performance of supervisors in the process of supervising doctoral dissertations from the students' perspective was significantly lower than the desired level in the entire scale and its components. Grounded theory was used to explain these results. Fourteen supervisors were selected purposefully and semi-structured interviews were conducted with them. The text of the interviews was analyzed using open, axial, and selective coding, and 60 open codes and 7 axial codes (participation and constructive interaction between professor and student, personality characteristics and responsibility of professors, characteristics of the thesis topic, support and accompaniment of students, multiplicity of disciplines and different inputs, improvement of the quality of doctoral theses) were extracted, and a systematic theoretical model was developed to accurately and comprehensively explain the obligations and missions of supervisors, which, if used, will increase the quality of theses and help solve the problems of society.

Abstract Given the intergenerational changes in current societies, it is important to have an appropriate tool to examine the personal values of adolescents in order to identify and meet their needs.Therefore, this study investigated the psychometric properties of the Personal Values Questionnaire and its relationship with personality organization in adolescents residing in Tehran during the2023-2024academic year.This research was fundamental in purpose and descriptive in methodology. The target population comprised all secondary school adolescents in Tehran during the 2023-2024academic year. A multi-stage cluster random sampling technique was employed, resulting in a sample of 356 adolescents. The sample individuals responded to the 21-item Personal Values Questionnaire(PVQ)by Schwartz et al.(2001)and the37-item Inventory of Personality Organisation (IPO) by Kernberg (2001).Data analysis was conducted using confirmatory factor analysis(CFA), Cronbach's alpha, Pearson correlation coefficients, and regression analysis, performed within AMOS24 software.The results indicated that the items within each of the ten components of the PVQdemonstrated acceptable capacity to measure their respective constructs, and that each component also exhibited acceptable capacity to measure the four higher-order dimensions of personal values.In the results of confirmatory factor analysis, it was found that the items of each of the ten components of the Personal Values Questionnaire have acceptable power to measure those components and each of the components also has acceptable power to measure the four dimensions of personal values (protection, self-enhancement, openness to change, self-transcendence)(df/2=2.39, CFI=0.917, GFI=0.918, AGFI=0.868 and RMSEA=0.062).It was also found that the correlation coefficients between the components of the Personal Values Questionnaire and the components of personality organization are negative and significant. Based on this finding, it can be said that the Personal Values Questionnaire has concurrent validity. According to the results of the present study, it can be said that the PVQ is a suitable tool for examining the personal values of adolescents in Iranian society.