Ladan Araghi; Azadeh Taheri; zahra joz ramazani; afrooz abas pour; Mohammad Hossien Zarghami
Abstract
Abstract: The foundation of network data analysis in psychometrics rests on particular theory, special ontological assumptions and particular methodology. Therefore it is possible to call network analysis as an independent paradigm with given techniques for data gathering and data analysis. This study ...
Read More
Abstract: The foundation of network data analysis in psychometrics rests on particular theory, special ontological assumptions and particular methodology. Therefore it is possible to call network analysis as an independent paradigm with given techniques for data gathering and data analysis. This study introduces the analysis of network data as a psychometric-mathematical technique, and its use in questionnaire item analysis. To achieve this goal, data gathered from implementation of a self-made questionnaire on 1000 Tehran's high school students. The questionnaire was made based on occupational-personality Holland theory. Researchers analyzed questionnaire’s items according to conventional methods (classical test theory, item response theory and factor analysis) and proposed method (network data analysis). Comparison of the results shows that a complete conformity between conventional methods final outputs and the outputs from network data analysis. Therefore, psychometricians can use network data analysis independently or alongside conventional methods to analyze questionnaires items. Advantages of such a method are simplicity, accuracy, being virtually and integrity.
noorallah mohammadi; fateme bita
Abstract
kenny defines Music Performance Anxiety (MPA) as the maeked and constant anxiety of musicians about their performance which shows itself in combination of affective, cognitive, physical, and behavioral symptoms. The aim of this research was normalization Dianna T. kennys MPA questionnaire among Iranian ...
Read More
kenny defines Music Performance Anxiety (MPA) as the maeked and constant anxiety of musicians about their performance which shows itself in combination of affective, cognitive, physical, and behavioral symptoms. The aim of this research was normalization Dianna T. kennys MPA questionnaire among Iranian sample. The descriptive-surveyial and correlation method was used in this research. In total 450 musicians, teachers and students, who have experienced stage-performance in two city, Mashhad and specially Shiraz, participated in this research and completed MPA questionnaire and Spielberger state-trait anxiety inventory (STAI). Convergent validity , internal consistency and factorial analysis methods have used in order to examination the validity and reliability MPA questionnaire. Finally The results showed: internal consistency in terms of Kronbakhs Alpha is 0/82 and concurrent validity with STAI is 0/16 which are significant in 0001/0 level. The results of factorial analysis also showed that this questionnaire has two factors which these two factors are able to explain 35/14 of the variance. This tow factors are called performance anxiety or shift attention and anxiety .According to these results, current research confirms and supports from reliability and validity of MPA questionnaire among Iranian sample and thus MPA questionnaire is applicable among Iranian society. Performance Anxiety – Music Performance Anxiety questionnaire- validity- reliability-factorial analysis مق
mohamad askari; akram mazlomi
Volume 1, Issue 4 , July 2011, , Pages 1-31
Abstract
The aim of this study was to determine the effect of training the components of “assessment as learning” on the self-concept and mathematic academic achievement of the third grade students in Arak guidance schools. A sample of 67 students (including 2 classes), selected through multi-phase ...
Read More
The aim of this study was to determine the effect of training the components of “assessment as learning” on the self-concept and mathematic academic achievement of the third grade students in Arak guidance schools. A sample of 67 students (including 2 classes), selected through multi-phase random selection, was assigned to both experimental and control groups. An Ahlovalia self-concept pretest was administered to both groups and the scores of mathematics from formative assessment during the first 45 days of the semester were considered as pretest scores. Then, the experimental group attended training the components of “assessment as learning” for 12 sessions, but the control group received no treatment. Finally, both groups were administered Ahlovalia self-concept post-test and the scores of mathematics from formative assessment during the three months training the components of “assessment as learning” were considered as post-test scores mathematics. Data analysis through MANOVA showed that the training the components of “assessment as learning” significantly increased the self-concept and the mathematic academic achievement of the subjects at p=0/01 level. Also, training the components of “assessment as learning” had positively affected all sub-scale related to self-concept except the behavior subscale.
hamide pakmehr; fatemah mirdrogi; ali ghanaei; morteza karami
Volume 3, Issue 11 , April 2013, , Pages 33-54
Abstract
Background: The importance of critical thinking disposition in educational system and curricula at levels prior to higher education is indicative of the need for a short-form tool to measure this construct.
Objective: The aim of this study was to investigate the reliability, validity and factor structure ...
Read More
Background: The importance of critical thinking disposition in educational system and curricula at levels prior to higher education is indicative of the need for a short-form tool to measure this construct.
Objective: The aim of this study was to investigate the reliability, validity and factor structure of Ricketts' (2003) Critical Thinking Disposition Questionnaire among high school students.
Methods: In this descriptive-survey research, 472 high school students (270 girls and 202 boys) in Mashhad in the school year 2010-2011 were selected using multistage cluster sampling, who completed Critical Thinking Disposition Questionnaire. The validity of the questionnaire was assessed using content validity, construct validity and factorial validity.The reliability of the questionnaire was examined by internal consistency and split-half method.
Findings: Cronbach's alpha coefficients were calculated for all scales and subscales for both genders and all subjects with regards to favorable psychometric properties. All correlations between subscales and total scale score were significant. The results of confirmatory factor analysis indicated that the items were good fit. Moreover, the result of split-half method showed that reliability coefficient of the test was satisfactory.
Conclusion: The results of the study showed that the Persian version of the Critical Thinking Disposition Questionnaire has a good reliability and validity in Iranian society and is an appropriate instrument for assessing critical thinking disposition in high school students.
Masoud Geramipour; Maryam Moghadasin; Reyhaneh Rezazadeh
Abstract
Math skills include different content and cognitive processes domains which indicate the complexity of math skill and its latent traits. Until now, Study of these complexities has been done through traditional data analysis or subjective methods. Therefore, present research studied cognitive dimensions ...
Read More
Math skills include different content and cognitive processes domains which indicate the complexity of math skill and its latent traits. Until now, Study of these complexities has been done through traditional data analysis or subjective methods. Therefore, present research studied cognitive dimensions and latent variables of the math test of national university entrance examination through the application of Latent Class Multidimensional Item Response Theory (LCMIRT). In doing so, the math test data of national examinations in 2008, 2011 and 2015 were studied. Results showed that the math test, as a high stakes test in the national university entrance examination, encompasses a set of multidimensional cognitive traits. Results of the unified parallel analysis method showed that the tests do not fit with the unidimensional model and adding additional dimensions can significantly improve model fit. Moreover, cognitive domains of comprehension, problem solving and reasoning were recognized as three essential constructs which account for math skills and give more detailed information about items quality in clustering and analysis of the test items. This property of LCMIRT, in comparison with other approaches, increases the number of cognitive sub-clusters. At last, it is recommended that LCMIRT models are considered in constructing and analyzing educational and psychological tests, in order to more validly detect latent cognitive skills of the tests.
Abstract
The purpose of this research is to determine the confirmatory factor analysis of the identification scale of gifted students. The statistical population consisted of Birjand fourth grade students in the academic year 1393-94 to the number of 3050 students that 401 students were selected by multistage ...
Read More
The purpose of this research is to determine the confirmatory factor analysis of the identification scale of gifted students. The statistical population consisted of Birjand fourth grade students in the academic year 1393-94 to the number of 3050 students that 401 students were selected by multistage cluster sampling method. the results showed that selected questions provided a good framework for measuring the studied dimensions and all of its components were approved.Raven intelligence test, Abedi creativity questionnaire and academic performance rating scale were used to measure criterion validity of the identification scale of gifted students. The results showed that there is a high significant correlation between different components of the identification scale of gifted students with intelligence and academic performance, in addition findings showed that there is significant correlation between the small scale sports and artistic with creativity, and there is not found significant correlation in other small scale with creativity. Cronbach's alpha coefficient was used to measure the reliability of the scale. The results showed that the scale has good reliability. In general, based on the results of this study can be concluded that the identification scale of gifted students has acceptable reliability and validity and it can be used to identify gifted students.
Mohsen Yazdanfar; Manijeh Shehni Yailagh; Ali Reza Haji Yakhchali; Sirous Alipour Birigani
Abstract
Dimensionality analysis or specify the number of latent traits that affect the data from the implementation of a scale or test and the study of local independency and monotonicity assumptions is of the important presuppositions to apply a item response theory model on a set of data. In this research, ...
Read More
Dimensionality analysis or specify the number of latent traits that affect the data from the implementation of a scale or test and the study of local independency and monotonicity assumptions is of the important presuppositions to apply a item response theory model on a set of data. In this research, after a brief explanation of the local dependency indices and its models, In order to modeling the structure of cognitive abilities based on the data obtained from the implementation of the scale of cognitive abilities on a sample of 1105 students from the 9th grade students of Ahwaz selected by proportional stratified random sampling, after examining the hypothesis local independency through local dependency indices, monotonicity hypothesis and estimation of parameters of two one-dimensional and two-dimensional models and their comparison, The dimensionality of cognitive abilities was determined. The results showed that the dependency model observed between the data is perfectly locally dependent and Comparison of fitness indices of one-dimensional and two-dimensional model of Samejima graded response model showed that the two-dimensional model has better fit to the data than the one-dimensional model. In the following, using the concept of dimensionality factor space, a kind of comparison between the two classical test theories (CTT) and multidimensional item response theory (MIRT) was created and a kind of convergence in the results was obtained. The results showed that the fitness indices of classical theory alone were not able to characterize the structure of cognitive abilities, and methods based on item response theory in this field can be solved. The results of dimensionality analysis showed that the structure of cognitive abilities was two-dimensional; the first dimension of non-social cognition and the second dimension of social cognition were named and it was observed that these results converge with the results in the field of neuroscience.
jalil Younesi; farzad Eskandari; Ali Delavar; Mohammad Reza Falsafinezhad; Noor Ali Farokhi
Volume 4, Issue 15 , April 2014, , Pages 166-186
Abstract
Background: Validity of the multilevel analyses with a focus on differences in learning theories (with both classis approach toward measurement and new approach toward measurement (IRT)) by means of various data has recently been studied. Aim: This study is aimed at determining the level of impact of ...
Read More
Background: Validity of the multilevel analyses with a focus on differences in learning theories (with both classis approach toward measurement and new approach toward measurement (IRT)) by means of various data has recently been studied. Aim: This study is aimed at determining the level of impact of schools on the scores gained by students involved in advanced TIMSS’s 2008 test. Methodology: In order to achieve the chief goal of the study, the researchers adopted the data relating to administration of advanced TIMSS’s 2008 physics test, which assesses the course of teaching advanced physics to the high school seniors (pre-university students). The population and sample group of this study comprise the pre-university candidates of mathematics and physics taking advanced TIMSS physics test administered in the academic year 2007-2008. The sample size of Iranian students involved in this measurement equaled 2556 subjects. Findings: Results of the analyses generally suggest that firstly multilevel IRT (MLIRT) analyses are more powerful than multilevel true scores (MLTS) analyses in clarifying school differences. Secondly, the level of difference in the schools involved in advanced TIMSS math test reflected in intraclass correlation (ICC) is high in MLIRT analyses. Discussion and Conclusion: First, considering measurement error of each item in analyses within Bayesian framework and by means of Gibbs sampling can remarkably improve the power of multilevel analyses and lead to a significant rise in the ratio of the explicated variance. Second, there is too much educational difference and discrimination among schools which is largely due to school-level variables (such as those relating to teacher or school-related variables).
mina nezami; Zahra Naghsh; Elaheh HejaziHejazi
Abstract
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 ...
Read More
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.
Zahra Tabatabaei jabali; Ali Delavar; Ahmad Borjali
Abstract
The aim of the present research was the meta-analysis of the studies that investigate the link between job stress and organizational variables in Iranian research studies. Data collected from 78 studies conducted from 1993-2013 and was analyzed then the effect sizes of the relationship between stress ...
Read More
The aim of the present research was the meta-analysis of the studies that investigate the link between job stress and organizational variables in Iranian research studies. Data collected from 78 studies conducted from 1993-2013 and was analyzed then the effect sizes of the relationship between stress job and organizational variables were computed. Findings revealed that the combined effect size for fixed model was 0.16 and for random model was 0.17, which both were small effect sizes (J. Cohen, 1997). Further meta-analysis showed that the interpersonal conflict, work-family conflict, organizational effectiveness variables had significant large positive effects size on job stress. We checked for Publication bias and heterogeneity of effects. the results showed no bias but due to heterogeneity of effects, demographic and methodological variables were examined .Findings revealed that sampling, kind of job, kind of studies and Measuring tools could moderate the relationship between job stress and organizational variables as the moderator effects. The overall results suggested that Organizational variables that lead to feelings of loss of control or social support or self-efficacy have a stronger relationship with job stress. This suggests that further investigation is needed.
emran ramezani ardi; Esmail Zaraii Zavaraki; Mohammadreza Nili; Khadijeh Aliabadi
Abstract
Training and Learning practitioners in this new era and advanced learning technology in which knowledge is rotating among network of people and distributed technologies, are needed series of qualifications and competencies, such as other vocations, so that they can implement and develop e-learning projects ...
Read More
Training and Learning practitioners in this new era and advanced learning technology in which knowledge is rotating among network of people and distributed technologies, are needed series of qualifications and competencies, such as other vocations, so that they can implement and develop e-learning projects innovatively. The present paper is going to develop competencies required for steering and development of e-learning in in-service training in executive agencies of government as a goal. Research method is exploratory mixed research (qualitative and quantitative). In quantitative part the numbers of sample were 10 persons and in qualitative part were 20 respondents that are selected based on purposive way. The required data were collected by using interview and questionnaire tools. In this paper SMEs and experts Approach have been used to identify and develop the competencies. Based on this research findings, main competencies for steering and development of in-service E-learning in Government Organizations are as follows: instructional design competencies, management of instructional design competencies and multimedia competencies and with their details elements as a research results. Finally results is validated based on statistical method.
Abolfazl Rafiepour
Abstract
Background: Researches has shown that the addition of intelligence, other variables such as student’s beliefs about mathematics effect on their academic performance and progress. Therefore, investigate of the psychometric characteristics of commonly tools such as mathematical beliefs scale is important. ...
Read More
Background: Researches has shown that the addition of intelligence, other variables such as student’s beliefs about mathematics effect on their academic performance and progress. Therefore, investigate of the psychometric characteristics of commonly tools such as mathematical beliefs scale is important. Purpose: The purpose of this study was to investigate the effectiveness of native version of the mathematical beliefs scale (Ladder and Helen, 2002) for use in the Iranian educational culture, that scale is a part of the questionnaire Sherman & Fennema Mathematics Attitudes (1976). Method: the sample of the study was 250 students from junior high school math students that selected based on cluster sampling and responds to mathematical beliefs scale. Results: Factor analysis using principal component confirmed there are three factors to measure beliefs about Education mathematics which explained the first 20/17, the second 10/97, and the third 7/93 of the total variance. For the convergent validity of the scale, we use relationship between the mathematical beliefs Scale and mathematics scale of students in final exam at school. A result showed that the correlation between the scale and test is 72/0 that significant is in level p< 0/001. So, reliability of mathematical beliefs Scale with Coefficient Alpha, 0/83, which is acceptable and satisfactory. Conclusions: The results of the psychometric mathematical beliefs Scale showed the scale should be able to measuring mathematical beliefs of high school students in mathematics and it can be used in future mathematics education research.
malihe ramazani; ahmad khamesan
Abstract
Abstract: A few tools have presented to assessment academic engagement as one of the important structures in learning and education success, furthermore there is no tools to assess agentic engagement component. The aim of this study is to present psychometric indices of Reeve’s academic engagement ...
Read More
Abstract: A few tools have presented to assessment academic engagement as one of the important structures in learning and education success, furthermore there is no tools to assess agentic engagement component. The aim of this study is to present psychometric indices of Reeve’s academic engagement questionnaire (2013) for use in Iran. For this purpose, 224 high school students (97 males and 127 females) were randomly chosen by multistage cluster sampling from Birjand city high schools. Psychometric indices were calculated using Cronbach's alpha and confirmatory factor analysis. Results showed that the questionnaire has good reliability (92/0). Confirmatory factor analysis showed that the questionnaire has acceptable fit to the data and indexes of fit goodness for the four-factor model that has formed basis of the questionnaire, was confirmed. These factors were called agentic, behavioral, emotional and cognitive engagement like the original study. The results show that Reeve’s academic engagement questionnaire with the introduction of agentic engagement, can be used as suitable tool in order to measure of academic engagement in Iran.
akbar momeni rad
Volume 4, Issue 14 , January 2014, , Pages 187-222
Abstract
Although qualitative content analysis used in major of qualitative methods, yet there is no clear explanation of this method. In this paper, qualitative content analysis is examined in the context of qualitative research methods. This method against quantitative content analysis and instead of account ...
Read More
Although qualitative content analysis used in major of qualitative methods, yet there is no clear explanation of this method. In this paper, qualitative content analysis is examined in the context of qualitative research methods. This method against quantitative content analysis and instead of account apparent words, deals with latent themes and templates. Overall, the qualitative content analysis search concepts, terms, and relationships between these concepts, try to the infer and reveal hidden patterns in the interviews, observations and written documents. First, present a definition of the content and content analysis and then examine applications, processes, procedures, sampling, and validity of results (credibility, dependability, transferability, conformability). Also answer to this question that content analysis is method or technique. Content analysis can be generally divided into two main modes of inductive and deductive and perform in three steps preparation, organization and made a report.
Amir hossein mehrsafar
Abstract
Introduction: Researchers describe anxiety as a negative emotional state of restlessness, agitation, worry and somatic activation or arousal. Purpose: The aim of this study was to examination psychometric properties of the Persian version of the Revised Competitive State Anxiety Inventory-2 in athletes. ...
Read More
Introduction: Researchers describe anxiety as a negative emotional state of restlessness, agitation, worry and somatic activation or arousal. Purpose: The aim of this study was to examination psychometric properties of the Persian version of the Revised Competitive State Anxiety Inventory-2 in athletes. Method: population of this study was whole of the Tehran's athletes. 376 questionnaires were completed by 16-44 years old athletes who took part in different fields. To assess of the inventory's construct validity, the exploratory factor analysis (EFA) is used in order to determine count of the factors, and the confirmatory factor analysis (CFA) is used in order to befit the measurement models. The inventory's reliability is calculated by using of the internal consistency method. To assess of time reliability by using of test-retest method, correlation coefficient was used. Data were analyzed by SPSS and LISREL software's. Results: The findings of this study showed that the Persian version of the inventory supports main structure, thus validity and reliability of this inventory is confirmed. Conclusion: anxiety is a factor can influence on sport performance of athletes, therefore, according to the results of this study, recommended that the Persian version of the revised competitive state anxiety inventory -2 be used to consider state anxiety of athletes.
Mohammad Azad Abdollahpour; fariborz dortaj
Abstract
The main purpose of the present study was to investigate psychometric properties of the achievement emotion questionnaire-short form among Iranian university students.317 university students (141 male and 176 female) completed the Achievement Emotion questionnaire-Short Form, the Stress Appraisal Measure-Revised, ...
Read More
The main purpose of the present study was to investigate psychometric properties of the achievement emotion questionnaire-short form among Iranian university students.317 university students (141 male and 176 female) completed the Achievement Emotion questionnaire-Short Form, the Stress Appraisal Measure-Revised, and Achievement Goal Questionnaire-Revised. First, ‘alpha if item deleted’ and ‘corrected item-total correlation’ commands were used to develop the short form of the achievement emotion questionnaire. Also, the confirmatory factor analysis and internal consistency were used to compute the Achievement Emotion questionnaire-Short Form factorial validity and reliability, respectively. Then, in order to examine the construct validity of the Achievement Emotion questionnaire-Short Form, we compute correlation between different dimensions of Achievement Emotion questionnaire-Short Form with cognitive appraisal processes and achievement goal orientations. the results of confirmatory factor analysis according to comprehensive version of Achievement Emotion questionnaire by emphasizing the breakdown of positive and negative achievement emotions indicated that Achievement Emotion questionnaire-Short Form had internal consistency. Furthermore, Correlational analyses between positive and negative achievement emotions with cognitive appraisals and goal orientations provided initial evidence for the AEQ-SF convergent validity. Internal consistency for the multiple scales in different achievement situations was 0/74 to 087. In sum, on the one hand, the results provide further support for the control-value theory of achievement emotions and on the other hand, these findings provide evidence for the validity and reliability of the Achievement Emotion questionnaire-Short Form as an instrument to measure of achievement emotions among Iranian university students.
Fahimeh Sadeghi Zamani; Mohammad Hossien Zarghami
Abstract
The purpose of this study Network data analysis application in family distance according to personality dimensions (NEO). Network analysis is a powerful method for analyzing communications between network members, which is a personality dimension and a graphical representation of matrix data. This research ...
Read More
The purpose of this study Network data analysis application in family distance according to personality dimensions (NEO). Network analysis is a powerful method for analyzing communications between network members, which is a personality dimension and a graphical representation of matrix data. This research is a correlation study. In this research, which used cluster random sampling, 130 families with girls aged 11 to 20 from districts 1 and 3 of Tehran were chosen. The NEO Personality traits Inventory was used for data collection. The communication network depicted based on the data using network analysis technique and Fraterman-Reingold algorithm with qgraph and bootnet in software R. This pattern represented that between the subscales of personality, extraversion of the highest centrality, neuroticism had the highest negative connection and openness to experience had the least connection with other subscales. Conscientiousness-agreeableness had the most positive relationship and neuroticism-extraversion had the most negative relationship with each other.
somayeh jamali paghal'e; ahmad abedi
Abstract
Objective: The present paper aims at investigating psychometric properties of Social Emotional Learning Scale (SELS) among a sample of 4th and 5th grade Iranian male students. Statistical Population: The statistical population consisted of all 4th and 5th grade male students of elementary schools who ...
Read More
Objective: The present paper aims at investigating psychometric properties of Social Emotional Learning Scale (SELS) among a sample of 4th and 5th grade Iranian male students. Statistical Population: The statistical population consisted of all 4th and 5th grade male students of elementary schools who studied in schools of Isfahan during the school year 2010-2011. To do so, 380 students of Isfahan elementary schools were selected using multistage random cluster sampling method and were asked to fill out social emotional learning questionnaire. The SELS is a self-report questionnaire made up of 20 items, which assesses three criteria: self-regulation (SR), peer relationships (PR), and task articulation (TA). The data were analyzed using confirmatory factor analysis. Results: Cronbach’s alpha coefficient for the total scale and its subscales were 0.85 (total), 0.71 (SR), 0.83 (PR) and 0.79 (TA). The confirmatory factor analysis also confirmed the accuracy of the three factors (task articulation (TA), peer relationships (PR), and selfregulation (SR)). The results suggested that SELS is a three-factor, reliable tool for assessing and evaluating dimensions of social emotional learning among elementary students.
Sahar Pahlavanneshan; Omid Shokri
Volume 4, Issue 16 , July 2014, , Pages 194-216
Abstract
چکیده انگلیسی Abstract The main purpose of this study was to examine the metric equivalence the Social Anxiety Scale for Adolescents (SASA, Puklek, 1997) across gender and age in a sample of adolescents. 500 adolescents for 12 to 18 years old (276 female and 224 male) completed the Social ...
Read More
چکیده انگلیسی Abstract The main purpose of this study was to examine the metric equivalence the Social Anxiety Scale for Adolescents (SASA, Puklek, 1997) across gender and age in a sample of adolescents. 500 adolescents for 12 to 18 years old (276 female and 224 male) completed the Social Anxiety Scale for Adolescents. Multigroup confirmatory factor analysis was used to examine the factorial invariance of SASA across sex and age groups. The results of single-group confirmatory factor analysis revealed that the two-factor model of SASA consisted of apprehension and fear of negative evaluation and tension and inhibition in social contact in across sex and age groups good fit to the data. The results of multigroup confirmatory factor analysis indicated cross-group invariance of form, factor loadings, and factor variances and covariances of the SASA across sex and age groups. These findings emphasizing the psychometric equivalence of SASA indicate that factorial validity of SASA is same across sex and age groups. Therefore, these findings indicate that sex and age groups are qualitatively same in dimensional model of expression of cognitive and behavioral forms of social anxiety.
mehraneh soltani nejhad; fariborz dor taaj
Volume 3, Issue 12 , July 2013, , Pages 199-222
Abstract
Background: test anxiety is frequently viewed as a major factor that can impair test performance and lead to underachievement. Objective: the current study was a meta analysis of the performed studies in the area of therapeutically methods applied to reduce test anxiety. Method: to do so the meta analysis ...
Read More
Background: test anxiety is frequently viewed as a major factor that can impair test performance and lead to underachievement. Objective: the current study was a meta analysis of the performed studies in the area of therapeutically methods applied to reduce test anxiety. Method: to do so the meta analysis was used as a statistical technique to collect to combine and to summarize the performed studies in the regarded area which finally led to the collection of 45 convenient studies. Conclusions: the study results show that from among the applied therapeutically methods in reducing the test anxiety there has been greater success for behavioral method followed by cognitive method and the therapist should pay more attention to these methods.
mohammad mojtabazadeh
Abstract
this study been done to build, reliability making and validation an measurement tool for accreditation and quality assurance of iran's higher education system. to perform this study, is used mixed method with explorative plan- tool development model.First, in the qualitative study, by using the method ...
Read More
this study been done to build, reliability making and validation an measurement tool for accreditation and quality assurance of iran's higher education system. to perform this study, is used mixed method with explorative plan- tool development model.First, in the qualitative study, by using the method of grounded theory and interview with 36 higher education experts, were designed questionnaire with 25 omponents and 157 sub-components. then, in the quantitative section, Designed questionnaire, in a pilot study, was conducted on 84 members of Iran's higher education experts. based on the received feedback were acting to refine the questionnaire. then, the its final version and modified was put in the hands of 293 the country's higher education experts. validity of the questionnaire was confirmed by experts and its reliability was calculated equal to (0/982) by Cronbach's alpha. in the qualitative part of the study, was used non-probability purposive sampling sampling method and in the quantitative part, random classified sampling method used. to test mentioned measurment tool, analysis of structural equation modeling was used. by doing first order confirmatory factor analysis, mentioned measurment tool were modified to 22 components and 150 sub-components. results of second order confirmatory factor analysis, also showed that 22 components were extracted has sufficient factor load to predict of measurment tool relating to Accreditation and quality assurance of iran's higher education system. in addition, goodness of fit indices such as, (CMIN/DF) equal to 1/924, (RMSEA) equal to 0/39, (GFI) equal to 0/976, (AGFI) equal to 0/939, (CFI) equal to 0/928, (NNFI) equal to 0/935, (TLI) equal to 1/000, (IFI) equal to 0/928 and (RFI) equal to 0925, it shows, designed, measurment tools for the accreditation and quality assurance of iran's higher education system is a very favorable fitness.
masoumeh alimohammadi; Noorali Farakhi
Abstract
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 ...
Read More
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.
Ellahe Toghyani; rahim Yousefi
Abstract
Abstract The aim of this study was to investigation of psychometric properties of Emotion Awareness Questionnaire in Junior High-school student of Tabriz. For this propose 585 students (male and female) from quintet areas of Tabriz were selected by multistage cluster sampling. Then Emotion Awareness ...
Read More
Abstract The aim of this study was to investigation of psychometric properties of Emotion Awareness Questionnaire in Junior High-school student of Tabriz. For this propose 585 students (male and female) from quintet areas of Tabriz were selected by multistage cluster sampling. Then Emotion Awareness Questionnaire (EAQ) administrated on them. Also Toronto Alexithymia Scale and Schutte Self-Report Inventory(SSRI) for measuring Concurrent criterion validity completed by sample.Datas analyzed by Using Correlation, Factor Analysis and Analysis of Variance methods. Results of Factor Analysis by Principal Component Analysis with Varimax rotation identified six factor that named Differentiating Emotions, Verbal Sharing of Emotions, Not Hiding Emotions, Bodily Awareness of Emotions, Attending to Others’ Emotions, and Analyses of Emotions and explained %52 of the variance. Test-retest reliability coefficient for total scores obtained 0/82 and for factors ranged 0/62 to 0/79.Higher correlation coefficient between Emotion Awareness Questionnaire (EAQ), Toronto Alexithymia Scale (TAS) and Schutte Self-Report Inventory(SSRI)indicates to good concurrent criterion validity. Finally, comparison of male , and female students showed that there are significant difference between them in all factor except verbal sharing of emotions. Therefore, Emotion Awareness Questionnaire (EAQ) has adequate psychometric properties for student population.
fariborz gravand; khadijeh abolmali; alireza kimanesh; hamzeh ganji
Abstract
Abstract Background: Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. Therefore, the main purpose of the present study was to investigate factorial validity of the Class-Related Emotion Scales (CRES) among Iranian university students. ...
Read More
Abstract Background: Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. Therefore, the main purpose of the present study was to investigate factorial validity of the Class-Related Emotion Scales (CRES) among Iranian university students. Method: 400 university students (240 male, 160 female) completed the Class-Related Emotion Scales. The confirmatory factor analysis method and internal consistency were used to compute the CRES's factorial validity and reliability, respectively. Results: The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the CRES consisted enjoyment, hope, pride, anger, anxiety, shame, hopelessness and boredom had acceptable fit to data in the Iranian sample. The results of the confirmatory factor analysis by replication multidimensional factorial structure of the Farsi version of the CRES consisted of 8 scales measuring enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom during class indicated that the scales were internally valid. Internal consistencies for the scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class were 0.93, 0.92, 0.89, 0.89, 0.89, 0.91, 0.93 and 0.95, respectively. Conclusion: In sum, on the one hand, the results provide further support for the control-value theory and on the other hand, these findings provide evidence for the validity and reliability of the AEQ as an instrument to measure of achievement emotions among Iranian university students.
Abstract
The aim of the present study was to investigate the Factor analysis of the Adult Self-Transcendence Inventory among students in Bu Ali Sina University . The population was all of students in Bu Ali Sina University in 2014-2015 academic years. Research sample was 300 girls and boys students which were ...
Read More
The aim of the present study was to investigate the Factor analysis of the Adult Self-Transcendence Inventory among students in Bu Ali Sina University . The population was all of students in Bu Ali Sina University in 2014-2015 academic years. Research sample was 300 girls and boys students which were selected by using simple random sampling method. The instruments were Adult Self-Transcendence Inventoryand scale. The data collected from the sample were put into SPSS- 18 and were analyzed using statistical methods, Bartlet’s test of sphericity, Kaiser-Olkin Measure, Varimax Method for rotations, exploratory and confirmatory factor analyses, Cronbach alpha coefficient. The factor analysis findings show that the test measures three factors named: self- independent, cosmic and alienation. The internal reliability coefficient (Cronbach's alpha) for total scale and all factors were high (0.63) and showed appropriate tool. Since wisdom is related to culture, so present study can be obtained factors for assesing the students' wisdom.
