Allameh Tabataba’i University Quarterly of Educational Measurement 2252-004X 9 34 2018 12 22 A confirmatory factor analysis and validation of the forms of self-criticism/reassurance scale among teachers A confirmatory factor analysis and validation of the forms of self-criticism/reassurance scale among teachers 133 147 9817 10.22054/jem.2019.20805.1520 FA ABOUTALEB SAADATI Azad University Saeed Mazboohi ATU SH MARZI Azad University Journal Article 2017 04 29 The present study investigated the psychometric properties of a Persian version self- reassurance/ self-criticism Inventory in the male and female teachers. This study was of a validation type. The participants were 444 teachers selected through a multistage-cluster random sampling among the teachers in high school second period in the city of Bojnord of the 2015-16 years. The three scales administrated in this study were: self- reassurance/ self-criticism Inventory, self-efficacy Scale and happiness Inventory. A cronbach’s and test-retest reliability was calculated to examine the reliability of the self- reassurance/ self-criticism Inventory and to check the validity of the method convergent validity, divergent validity and confirmatory factor analysis was used. The calculated α for the inventory was for self-criticism 0.69 and for and self- reassurance 0.77. Neutralizing dimensions respectively self-criticism and for and self- reassurance examined through correlating it to the self-efficacy scale and happiness Inventory given signification. Using factor exploratory analysis confirmed the two-factor structure. The Persian version of the self- reassurance/ self-criticism Inventory seems satisfactory for measuring self- reassurance/ self-criticism symptoms in teacher's samples. Future research is, however, needed to confirm these data in a sample of OCD teacher's.<br /> Key Words: self-criticism, self- reassurance, Self-efficacy, happiness. The present study investigated the psychometric properties of a Persian version self- reassurance/ self-criticism Inventory in the male and female teachers. This study was of a validation type. The participants were 444 teachers selected through a multistage-cluster random sampling among the teachers in high school second period in the city of Bojnord of the 2015-16 years. The three scales administrated in this study were: self- reassurance/ self-criticism Inventory, self-efficacy Scale and happiness Inventory. A cronbach’s and test-retest reliability was calculated to examine the reliability of the self- reassurance/ self-criticism Inventory and to check the validity of the method convergent validity, divergent validity and confirmatory factor analysis was used. The calculated α for the inventory was for self-criticism 0.69 and for and self- reassurance 0.77. Neutralizing dimensions respectively self-criticism and for and self- reassurance examined through correlating it to the self-efficacy scale and happiness Inventory given signification. Using factor exploratory analysis confirmed the two-factor structure. The Persian version of the self- reassurance/ self-criticism Inventory seems satisfactory for measuring self- reassurance/ self-criticism symptoms in teacher's samples. Future research is, however, needed to confirm these data in a sample of OCD teacher's.<br /> Key Words: self-criticism, self- reassurance, Self-efficacy, happiness. https://jem.atu.ac.ir/article_9817_f64c88a62a361a6d61d73ce302013263.pdf