Allameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222Validation and Reliability of Task Subjective Value Scale on College StudentsValidation and Reliability of Task Subjective Value Scale on College Students1271148710.22054/jem.2020.48714.1987FASeyed SaeedTorabiPhD Student in Educational Psychology, Kharazmi University, Tehran, IranHamidrezaHassanabadiAssistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran0000-0001-7076-9219ParvinKadivarProfessor, Department of Educational Psychology, Kharazmi University, Tehran, Iran0009-0006-2569-248XRobabehNooriAssociate Professor, Department of Clinical Psychology, Kharazmi University, Tehran, IranJournal Article20191229The purpose of this study was to investigate the psychometric Indices of the 14-item Questionnaire of Mental Scale (TSV; Wu & Fan, 2016) in the Iranian student community. Participants were 260 students from Damghan State universities who were selected by cluster sampling. Participants responded to individually Task Subjective Value scales, Achievement behaviors, and academic self-efficacy in a single classroom session with the same set of tools, respectively. Exploratory and confirmatory factor analysis were used to evaluate the construct validity of the TSV Scale. The results of principal component analysis with varimax rotation showed that the TSV scale consists of two subscales Utility-Attainment value and intrinsic values. Confirmatory factor analysis results by comparing competing single-factor, two-factor and four-factor models showed that the two-factor structure of the scale had a better fit to the data and all fit indices confirmed the fit of the model. Also, the internal consistency of the TSV subscales using the Cronbach's alpha method was appropriate. To estimate the criterion and convergent validity of the correlation coefficients of the TSV subscales with the subscales of effort and persistence on the Scales of achievement Behaviors (Wu & Fan, 2016) and academic self-efficacy (Pint rich and De Groot, 1990). The level of 0.01 was significant. Totality, the results of the present study provide evidence for the validity and reliability of TSV as a tool for assessing the subjective value of homework among Iranian students and can be used by researchers.The purpose of this study was to investigate the psychometric Indices of the 14-item Questionnaire of Mental Scale (TSV; Wu & Fan, 2016) in the Iranian student community. Participants were 260 students from Damghan State universities who were selected by cluster sampling. Participants responded to individually Task Subjective Value scales, Achievement behaviors, and academic self-efficacy in a single classroom session with the same set of tools, respectively. Exploratory and confirmatory factor analysis were used to evaluate the construct validity of the TSV Scale. The results of principal component analysis with varimax rotation showed that the TSV scale consists of two subscales Utility-Attainment value and intrinsic values. Confirmatory factor analysis results by comparing competing single-factor, two-factor and four-factor models showed that the two-factor structure of the scale had a better fit to the data and all fit indices confirmed the fit of the model. Also, the internal consistency of the TSV subscales using the Cronbach's alpha method was appropriate. To estimate the criterion and convergent validity of the correlation coefficients of the TSV subscales with the subscales of effort and persistence on the Scales of achievement Behaviors (Wu & Fan, 2016) and academic self-efficacy (Pint rich and De Groot, 1990). The level of 0.01 was significant. Totality, the results of the present study provide evidence for the validity and reliability of TSV as a tool for assessing the subjective value of homework among Iranian students and can be used by researchers.Allameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222Action oriented Futures studies;
A comparative study of Futures studies and Action research emphasizing their mixed application in researchAction oriented Futures studies;
A comparative study of Futures studies and Action research emphasizing their mixed application in research29521148810.22054/jem.2020.47780.1973FAZohrehDehdashtiProfessor, Department of Business Management, Allameh Tabatabai University, Tehran, Iran.0000-0002-4736-224XElaheShiezadePhD student in Business Management, Allameh Tabatabai University, Tehran, IranJournal Article20191124Action oriented Futures studies; <br /> A comparative study of Futures studies and Action research emphasizing their combined application in research<br /> <br /> Abstract <br /> Futures studies is the field that encompasses a variety of objectives, and despite the many differences with action research, each one of them have unique methodology, it can be seen some common aspect across a number of domains: political, organizational, grassroots, global and individual. In this regard, after examining the point of presences and differences between futures studies and action research, the studies in this field have been reviewed and the confluence of futures studies and action research has been considered. After radical processes evaluation in the field of futures studies and action research involve social change, empowerment, humanization, ways of knowing and ethics. Accordingly, it is explained that although futures studies and action research have their own ontologies, they are represented different periods in a common journey.<br /> <br /> Keywords: Futures studies, Action research, Action oriented Futures studies.Action oriented Futures studies; <br /> A comparative study of Futures studies and Action research emphasizing their combined application in research<br /> <br /> Abstract <br /> Futures studies is the field that encompasses a variety of objectives, and despite the many differences with action research, each one of them have unique methodology, it can be seen some common aspect across a number of domains: political, organizational, grassroots, global and individual. In this regard, after examining the point of presences and differences between futures studies and action research, the studies in this field have been reviewed and the confluence of futures studies and action research has been considered. After radical processes evaluation in the field of futures studies and action research involve social change, empowerment, humanization, ways of knowing and ethics. Accordingly, it is explained that although futures studies and action research have their own ontologies, they are represented different periods in a common journey.<br /> <br /> Keywords: Futures studies, Action research, Action oriented Futures studies.Allameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222Psychometric Properties of the Unidimensional Relationship Closeness Scale based on classical test theory and Item response theoryPsychometric Properties of the Unidimensional Relationship Closeness Scale based on classical test theory and Item response theory53841148910.22054/jem.2020.46698.1964FAHadiSamadiehPhD Student, Department of Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran0000-0003-0979-6220FarhadTanhaye ReshvanlooPh.D Student in Educational Psychology, Department of Counseling and Educational Psychology, Faculty of Educational sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iranhttps://orcid.org/00TaliehSaeidi RezvaniPh.D Student in Educational Psychology, Department of Counseling and Educational Psychology, Faculty of Educational sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, IranLeilaTalebzadehAssistant Professor, Department of Psychology, University of Birjand, Birjand, Iranhttps://orcid.org/00Journal Article20191004A fundamental dimension along which all social and personal relationships vary is closeness. The purpose of present study was to investigate the factor structure and Item-Response parameters of the Unidimensional Relationship Closeness Scale. In a descriptive-correlational design and test validation 180 Birjand University students in the first study and 250 students in the second study were selected through multi-stage random sampling and completed the Unidimensional Relationship Closeness Scale (Dibel, Levin & Park, 2012). The data were analyzed by internal consistency, exploratory and confirmatory factor analysis, discrimination and threshold parameters and Item and test information curves. Results showed that the Unidimensional Relationship Closeness scale had a one-factor structure with explained variance of 63.39. Confirmatory factor validity was also confirmed. Cronbach's alpha coefficients were 0.95 and 0.93 and split half coefficients were 0.89 and 0.88, respectively in two studies. The Item-Response parameters were also at the optimum level. It seems that the Unidimensional Relationship Closeness scale, and in particular the structure of its 12 item versions, has a good reliability and validity in students.A fundamental dimension along which all social and personal relationships vary is closeness. The purpose of present study was to investigate the factor structure and Item-Response parameters of the Unidimensional Relationship Closeness Scale. In a descriptive-correlational design and test validation 180 Birjand University students in the first study and 250 students in the second study were selected through multi-stage random sampling and completed the Unidimensional Relationship Closeness Scale (Dibel, Levin & Park, 2012). The data were analyzed by internal consistency, exploratory and confirmatory factor analysis, discrimination and threshold parameters and Item and test information curves. Results showed that the Unidimensional Relationship Closeness scale had a one-factor structure with explained variance of 63.39. Confirmatory factor validity was also confirmed. Cronbach's alpha coefficients were 0.95 and 0.93 and split half coefficients were 0.89 and 0.88, respectively in two studies. The Item-Response parameters were also at the optimum level. It seems that the Unidimensional Relationship Closeness scale, and in particular the structure of its 12 item versions, has a good reliability and validity in students.Allameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222Validation of the Metacognitive Awareness Questionnaire from the Viewpoints of Agricultural
Professors and GraduatesValidation of the Metacognitive Awareness Questionnaire from the Viewpoints of Agricultural
Professors and Graduates85961149010.22054/jem.2020.46077.1957FAArsalanIraji RadAssistant Professor Imam Khomeini Higher Education Center, Agricultural Research, Education and Extension Organization, Karaj, IranJournal Article20190909Cognition and knowledge is growing rapidly, and the meaning of knowing from the ability to remember and repeat information has changed to the ability to find and use appropriate information. Thus, metacognitive competence has become an important competitive element in the learning process for individuals in general and students and researchers in particular in the present age. It is therefore essential to have an accurate and efficient tool for measuring it. With this approach, the purpose of this study was to validate the Sherraw & Denison (1994) metacognitive awareness questionnaire including 52 items in 8 components. The statistical population of this study consisted of 50 faculty members and lecturers and more than 1750 graduates of the above mentioned centers. By submitting the questionnaire and receiving it, 302 complete and unadapted questionnaires were provided to the researcher. KMO test and Bartlett test were used to determine sampling adequacy. The above tests confirmed the suitability of sample number. In order to validate the above questionnaire, exploratory factor analysis was performed using SPSS 23 software. The results showed that six components of the eight components of the questionnaire including expression knowledge, procedural knowledge, situational knowledge, information management strategies, debugging and evaluation strategies were replicated without any changes as the creators presented. At the same time, the results showed that by combining the two planning variables and the perception checker, one single variable can be obtained that by examining the nature of common questions and concepts as "Planning and monitoring of learning", Named.Cognition and knowledge is growing rapidly, and the meaning of knowing from the ability to remember and repeat information has changed to the ability to find and use appropriate information. Thus, metacognitive competence has become an important competitive element in the learning process for individuals in general and students and researchers in particular in the present age. It is therefore essential to have an accurate and efficient tool for measuring it. With this approach, the purpose of this study was to validate the Sherraw & Denison (1994) metacognitive awareness questionnaire including 52 items in 8 components. The statistical population of this study consisted of 50 faculty members and lecturers and more than 1750 graduates of the above mentioned centers. By submitting the questionnaire and receiving it, 302 complete and unadapted questionnaires were provided to the researcher. KMO test and Bartlett test were used to determine sampling adequacy. The above tests confirmed the suitability of sample number. In order to validate the above questionnaire, exploratory factor analysis was performed using SPSS 23 software. The results showed that six components of the eight components of the questionnaire including expression knowledge, procedural knowledge, situational knowledge, information management strategies, debugging and evaluation strategies were replicated without any changes as the creators presented. At the same time, the results showed that by combining the two planning variables and the perception checker, one single variable can be obtained that by examining the nature of common questions and concepts as "Planning and monitoring of learning", Named.Allameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222Construction and validation of measurement for employees’ sport participation motivationsConstruction and validation of measurement for employees’ sport participation motivations971251149110.22054/jem.2020.44269.1934FAMahboubehChamanpiraPh.D. Student of Sports Management, Science and Research branch, Islamic Azad University, Tehran, Iran.AbbasKhodayariAssociate professor faculty of Physical Education and Sport Sciences, karaj Branch, Islamic Azad University, karaj, IranHabibHonariAssociate Professor, faculty of Physical Education and Sport Sciences, , Allameh Tabataba’i University , Tehran, IranAli MohammadAmirtashProfessor, Department of Sport Management, Science and Research branch, Islamic Azad University, Tehran, Iran.FaridehAshraf GanjoueiAssociate Professor faculty of Physical Education and Sport Sciences , Central Tehran Branch , Islamic Azad University ,Tehran, IranJournal Article20190630Abstract: <br /> <br /> The purpose of this study was to build and make validation of a measurement tool for employees’ sport participation motivations. This study used mixed method. In qualitative section, 30 questions were designed according to theoretical foundation and sport activities experts’ comments. For checking the face validity, the questionnaires were distributed among 15 professional experts, then the questionnaires were reviewed by result of Lawshe formula, as a result 4 questions were omitted. Sampling method was stratified random sampling based on Structural equation among 9451 employees of public universities of Tehran. For getting structural validity, Structural equation and exploratory and confirmatory factor analysis were used. Data were surveyed in SPSS and LISREL programs. With using exploratory factor analysis 26 questions were reduced to 22 questions. Final components were identified after varimax rotation. 4 components’ title and reliability coefficient were physical (0.86), mental (0.80), social and material (0.90), and fun and recreation (0.85). Questionnaire total reliability was calculated equal to (0.92) by Cronbach's alpha. The result of confirmatory factor analysis supported the fitness of 4 components.Eventually, the designed questionnaire can be used in organizations as an appropriate tool for measuring and evaluating employees’ sport participation motivations.<br /> <br /> Key words: sport participation, exploratory factor analysis, confirmatory factor analysisAbstract: <br /> <br /> The purpose of this study was to build and make validation of a measurement tool for employees’ sport participation motivations. This study used mixed method. In qualitative section, 30 questions were designed according to theoretical foundation and sport activities experts’ comments. For checking the face validity, the questionnaires were distributed among 15 professional experts, then the questionnaires were reviewed by result of Lawshe formula, as a result 4 questions were omitted. Sampling method was stratified random sampling based on Structural equation among 9451 employees of public universities of Tehran. For getting structural validity, Structural equation and exploratory and confirmatory factor analysis were used. Data were surveyed in SPSS and LISREL programs. With using exploratory factor analysis 26 questions were reduced to 22 questions. Final components were identified after varimax rotation. 4 components’ title and reliability coefficient were physical (0.86), mental (0.80), social and material (0.90), and fun and recreation (0.85). Questionnaire total reliability was calculated equal to (0.92) by Cronbach's alpha. The result of confirmatory factor analysis supported the fitness of 4 components.Eventually, the designed questionnaire can be used in organizations as an appropriate tool for measuring and evaluating employees’ sport participation motivations.<br /> <br /> Key words: sport participation, exploratory factor analysis, confirmatory factor analysisAllameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222Validity and reliability of Persian versian of social media disorder questionnaire in Iranian teenagersValidity and reliability of Persian versian of social media disorder questionnaire in Iranian teenagers1271451149210.22054/jem.2020.322.1008FAKurooshMohammadiAssistant Professor, Department of Counseling and Psychology, Hormozgan University, Hormozgan, IranAhmadBorjaliProfessor, Department of Clinical Psychology, Allameh Tabatabai University, Tehran, Iran.JafarSamari SafaPhD Student in Counseling, Hormozgan University, Hormozgan, IranZeunabErshadM.A. in General Psychology, Islamic Azad University, Research Sciences Branch, Tehran, IranJournal Article20191221Diagnosing and assessing of Social Media Disorder is a critical and difficult process in mental health of teens because this phenomenon has numerous negative behavioral and psychological consequences on teens. The aim of present study was to investigate psychometric properties of Social Media Disorder in Iranian teens.This research was a cross-sectional descriptive study. In this study, 550 teenagers in Tehran were selected by multi-stage cluster sampling. Data was collected using, distress questionnaire (DASS-21), self-esteem and Internet addiction questionnaire . Confirmatory factor analysis in principal component method was used for data analysis. The results showed that Social Media Disorder inventor has sufficiently reliability and validity. Also, factor analysis showed that 26 items and 9 factors were best question for assessing psychological maltreatment. Thus, considering that Social Media Disorder inventor is an appropriate instrument for assessing and measuring Social Media Disorder during childhood,using this inventory is recommended for epidemiological research on Social Media Disorder during childhood and clinical screeningDiagnosing and assessing of Social Media Disorder is a critical and difficult process in mental health of teens because this phenomenon has numerous negative behavioral and psychological consequences on teens. The aim of present study was to investigate psychometric properties of Social Media Disorder in Iranian teens.This research was a cross-sectional descriptive study. In this study, 550 teenagers in Tehran were selected by multi-stage cluster sampling. Data was collected using, distress questionnaire (DASS-21), self-esteem and Internet addiction questionnaire . Confirmatory factor analysis in principal component method was used for data analysis. The results showed that Social Media Disorder inventor has sufficiently reliability and validity. Also, factor analysis showed that 26 items and 9 factors were best question for assessing psychological maltreatment. Thus, considering that Social Media Disorder inventor is an appropriate instrument for assessing and measuring Social Media Disorder during childhood,using this inventory is recommended for epidemiological research on Social Media Disorder during childhood and clinical screeningAllameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222Psychometric properties of peer rejection scale in 6th grade elementary school studentsPsychometric properties of peer rejection scale in 6th grade elementary school students1471631149310.22054/jem.2020.39641.1895FASeyede KhadijeMoradiani Geize RudPhD Student of Educational Psychology, Literature and Humanistic Sciences Faculty, Lorestan University، Khoram Abad, Iran.EzatolahGhadampourAssociate Professor of Psychology Department, Literature and Humanistic Sciences Faculty, Lorestan University، Khoram Abad, Iran.0000-0003-1114-4088MasoudSadeghiAssistant Professor of Psychology Department, Literature and Humanistic Sciences Faculty, Lorestan University، Khoram Abad, Iran.MohammadAbasiAssistant Professor of Psychology Department, Literature and Humanistic Sciences Faculty, Lorestan University، Khoram Abad, Iran.FirozeGhazanfariAssistant Professor of Psychology Department, Literature and Humanistic Sciences Faculty, Lorestan University، Khoram Abad, Iran.Journal Article20190118Abstract: <br /> The detrimental effects of peer rejection during childhood have made research in this area a necessity. The main step in each research is to have a valid and reliable questionnaire for the culture of that society. The main purpose of the present study is to examine the psychometric properties (determination of factor structure, validity, and validity) of the rejection scale of Wiesel, Sarid & Sternberg (2013). The research design is correlation. The statistical population is taken from 6th-grade elementary school students of Kermanshah. The total number of the participants is 311 students which were selected by the random cluster sampling method. Exploratory factor analysis extracts 4 components which were confirmed by first-order confirmatory factor analysis. Second order confirmatory factor analysis showed that these four components can be categorized into one concept. In sum, our peer rejection scale after a little modification showed suitable reliability and validity and can be used among Iranian students.Abstract: <br /> The detrimental effects of peer rejection during childhood have made research in this area a necessity. The main step in each research is to have a valid and reliable questionnaire for the culture of that society. The main purpose of the present study is to examine the psychometric properties (determination of factor structure, validity, and validity) of the rejection scale of Wiesel, Sarid & Sternberg (2013). The research design is correlation. The statistical population is taken from 6th-grade elementary school students of Kermanshah. The total number of the participants is 311 students which were selected by the random cluster sampling method. Exploratory factor analysis extracts 4 components which were confirmed by first-order confirmatory factor analysis. Second order confirmatory factor analysis showed that these four components can be categorized into one concept. In sum, our peer rejection scale after a little modification showed suitable reliability and validity and can be used among Iranian students.Allameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222A meta-analysis on the research on the causes of divorce and the relationship between personality and communicationA meta-analysis on the research on the causes of divorce and the relationship between personality and communication1652031149410.22054/jem.2020.34889.1806FARoyaAsadiDepartment of Ph.D. Student, Social Sciences, Dehaghan Branch, Islamic Azad University of Dehaghan, IranRezaEsmaeiliDepartment of Assistant Professor, Management and Cultural Planning, Khorasgan Branch, Islamic Azad University, Isfahan, IranSaidehGarousiProfessor of Social Sciences, Shahid Bahonar University, Kerman, IranJournal Article20180812Background: No epoch like the present era has been considered the danger of dissolution of the family center and its adverse effects, and in no epoch like this era has human beings ever had this danger and its adverse effects. The most complex relationship is the relationship between a husband and wife, so access to information in this area will be extremely difficult and in some circumstances impossible. Much research has been done to find the most important causes of divorce, but they have yielded different results. For this reason, the vacuum caused by the lack of methods for organizing, displaying, linking and ultimately integrating research is felt. Objectives: The present study aimed at combining quantitative results (meta-analysis) with research on the causes of personality and effective communication in divorce. Method: 36 studies were conducted through Internet search in internal databases and hand search in the Iranian Institute of Science and Technology between 1999 and 1395. Identification and information were analyzed through a comprehensive meta-analysis software (CMA2). Results: The combined effect index of r for personality variables in the fixed model is 0.042 and in the randomized model is 0.08 and for the communication variables in the fixed effects model is 0.034 and in the random effects model, 0.057 which according to Cohen’s criterion, the effect size, In both cases, it was low. However, in examining the size of the effect of separation of personality causes, the variables of doing the wrongdoing, and in the causes of the relationship between lack of attention and love, had a large effect and a positive relationship with the divorce. Due to heterogeneity in studies, modulator analysis was carried out.Background: No epoch like the present era has been considered the danger of dissolution of the family center and its adverse effects, and in no epoch like this era has human beings ever had this danger and its adverse effects. The most complex relationship is the relationship between a husband and wife, so access to information in this area will be extremely difficult and in some circumstances impossible. Much research has been done to find the most important causes of divorce, but they have yielded different results. For this reason, the vacuum caused by the lack of methods for organizing, displaying, linking and ultimately integrating research is felt. Objectives: The present study aimed at combining quantitative results (meta-analysis) with research on the causes of personality and effective communication in divorce. Method: 36 studies were conducted through Internet search in internal databases and hand search in the Iranian Institute of Science and Technology between 1999 and 1395. Identification and information were analyzed through a comprehensive meta-analysis software (CMA2). Results: The combined effect index of r for personality variables in the fixed model is 0.042 and in the randomized model is 0.08 and for the communication variables in the fixed effects model is 0.034 and in the random effects model, 0.057 which according to Cohen’s criterion, the effect size, In both cases, it was low. However, in examining the size of the effect of separation of personality causes, the variables of doing the wrongdoing, and in the causes of the relationship between lack of attention and love, had a large effect and a positive relationship with the divorce. Due to heterogeneity in studies, modulator analysis was carried out.Allameh Tabataba’i UniversityQuarterly of Educational Measurement2252-004X103820191222Design and validation of quality assessment tools for university educational services Based on the Servqual modelDesign and validation of quality assessment tools for university educational services Based on the Servqual model2052281149510.22054/jem.2020.41995.1920FAAfshinAfzaliAssistant Professor of Educational Science, Assessment and Measurement, Bu-Ali Sina University,Hamedan, Iran0000-0001-5648-7282NasrinHeidariPh.D Student in Educational Management -
Bu Ali Sina UniversityJamalAbdolmalekiPh.D Student in Educational Management -
Bu Ali Sina University0000-0002-7204-8404Journal Article20190425The present study was conducted with the aim of designing and validating a quality evaluation tool for educational services based on the Servqual model. This research is an applied research in descriptive-correlative manner. The statistical population of this study was all students of Bu-Ali Sina University in Hamedan. The sample size was estimated using the Morgan table of 300 people. The samples were selected by simple random sampling. Based on the quality of service of Servqual, the model of quality of educational services of the university, 60 questions were designed in two main dimensions of perceptions and expectations in the 5-degree Likert scale; the validity of the tool was then evaluated using Content Validity and Confirmatory Factor Analysis techniques. Finally, Cronbach's alpha method was used to determine the reliability of the tool. The results showed that the structure of the quality of educational services quality of the university according to the total content validity (0.752), expectations (0.748) and perceptions (0.766), and confirmatory factor analysis, which explained the amount of variance explained by the whole model (GFI) Equal to 0.98 and error value equal to 0.202. Also, the tool has a suitable and desirable reliability with total Cronbach's values (0.92), expectations (0.903) and perceptions (0.933).The present study was conducted with the aim of designing and validating a quality evaluation tool for educational services based on the Servqual model. This research is an applied research in descriptive-correlative manner. The statistical population of this study was all students of Bu-Ali Sina University in Hamedan. The sample size was estimated using the Morgan table of 300 people. The samples were selected by simple random sampling. Based on the quality of service of Servqual, the model of quality of educational services of the university, 60 questions were designed in two main dimensions of perceptions and expectations in the 5-degree Likert scale; the validity of the tool was then evaluated using Content Validity and Confirmatory Factor Analysis techniques. Finally, Cronbach's alpha method was used to determine the reliability of the tool. The results showed that the structure of the quality of educational services quality of the university according to the total content validity (0.752), expectations (0.748) and perceptions (0.766), and confirmatory factor analysis, which explained the amount of variance explained by the whole model (GFI) Equal to 0.98 and error value equal to 0.202. Also, the tool has a suitable and desirable reliability with total Cronbach's values (0.92), expectations (0.903) and perceptions (0.933).