Seiedali jafari; jalil Younesi; ebrahim khodaie; noorali farrokhi; ali moghadamzadeh
Abstract
Conditional Standard Error of Measurement (CSEM), which estimates the standard error of measurement at different score levels, is a critical index for measurement precision and aids in interpreting reported test scores. This study aimed to examine the stability of CSEM using three scaling methods—arcsine ...
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Conditional Standard Error of Measurement (CSEM), which estimates the standard error of measurement at different score levels, is a critical index for measurement precision and aids in interpreting reported test scores. This study aimed to examine the stability of CSEM using three scaling methods—arcsine score transformation, general variance stabilization (gvs), and cubic transformation—across different test formats (multiple-choice, essay, and mixed). Data were drawn from a standardized test combining multiple-choice and essay questions, with two pseudo-tests designed based on separate formats. Results showed that the stability of CSEM depends on test format and structural features. The arcsine method was most stable for multiple-choice tests and performed well in mixed-format tests. The general variance stabilization (gvs) method excelled in mixed tests, providing the most stable CSEM with the least error across the ability scale. The cubic method also demonstrated better stability in mixed tests. These findings highlight the need to select scaling methods based on test characteristics and evaluation goals.
Mostafa Rastgar Agah; jalil Younesi; ali delavar; Peyman Hassani Abharian; ahmad borjali
Abstract
This research was performed to construct the Iranian form of moral dilemma scenarios. This form has twenty scenarios with the content of a moral dilemma. In each scenario, a hypothetical story is told, based on which the participants must make an ethical decision. This form is based on the most widely ...
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This research was performed to construct the Iranian form of moral dilemma scenarios. This form has twenty scenarios with the content of a moral dilemma. In each scenario, a hypothetical story is told, based on which the participants must make an ethical decision. This form is based on the most widely used and well-known ethical scenarios used in the world. The results of exploratory factor analysis showed that this form has four factors including a set of scenarios with personal aspect with low conflict, scenarios with personal aspect with high conflict, scenarios with impersonal aspect with low conflict, and scenarios with impersonal aspect with high conflict. The total reliability of this form was 0.72 and it is an acceptable value. In each factor reliability was 0.71, 0.61, 0.70, and 0.70, respectively. The results indicate that the psychometric properties of the Iranian form of moral dilemma scenarios allow it to be used in ethics-related researches.
AZAD ALLAHKARAMI; Fariba dortaj
Abstract
The present study aimed to investigate the challenges of bilingual students and to compare human and machine analyses of first-grade teachers’ experiences in this context. The research employed a qualitative approach using Colaizzi’s descriptive phenomenological method. Data were collected ...
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The present study aimed to investigate the challenges of bilingual students and to compare human and machine analyses of first-grade teachers’ experiences in this context. The research employed a qualitative approach using Colaizzi’s descriptive phenomenological method. Data were collected through semi-structured interviews with 15 first-grade teachers from bilingual regions in Uramanat, Iran. The data were analyzed through two parallel methods: (1) human analysis based on Colaizzi’s seven-step framework, and (2) machine analysis utilizing GPT-4 and the chain-of-thought prompting technique. The human analysis identified four major categories: educational, linguistic, psychological, and social challenges. In contrast, the GPT-4 analysis classified the data into six themes: fundamental linguistic difficulties, negative psychological experiences, cultural alienation, home-school mismatch, educational disengagement, and lack of institutional support. Comparative analysis revealed significant overlaps between the two approaches, though the human analysis, with its deeper sensitivity to cultural context and conceptual integration, provided a more unified interpretation. Conversely, GPT-4 demonstrated high precision in detecting textual patterns and independent themes, thereby unveiling novel dimensions of the problem. The findings suggest that when machine-generated outputs are reviewed by human analysts and evaluated within a theoretical framework, the combination can serve as a valuable complement; otherwise, there is a risk of superficial interpretations.
masume bagheri; Saeedeh Esfandiari; Mohammad Raof Anjomshoaa; Abdolaziz Aflakseir
Abstract
The Dichotomous Thinking Scale (DTS) can be used to assess the presence of a rigid, “black and white” cognitive thinking style. This study aimed to examine the psychometric properties of dichotomous thinking scale in students. For this purpose, a sample consisting of 417 students (252 female ...
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The Dichotomous Thinking Scale (DTS) can be used to assess the presence of a rigid, “black and white” cognitive thinking style. This study aimed to examine the psychometric properties of dichotomous thinking scale in students. For this purpose, a sample consisting of 417 students (252 female and 165 male) of shiraz university in the academic year 2023-2024 was selected by random cluster sampling and responded to the Persian version of Dichotomous Thinking (Oshio, 2009), Ambiguity Tolerance (Mc Lain, 1993) and Positive/Negative Perfectionism (Terry-short, 1995) Scales. Finally, based on data collected, exploratory and confirmatory factor analysis and criterion validity were employed to determine the construct validity and the reliability of the questionnaire was assessed via internal consistency. The results of exploratory factor analysis showed that the dichotomous thinking scale consists of three factors: preference for dichotomy, dichotomous belief and profit-and-loss thinking. The confirmatory factor analysis related to three-factor model represented an acceptable fit. Moreover, the criterion validity of the dichotomous thinking scale with Ambiguity Tolerance and perfectionism scales were adequate. Also, Internal consistency (Cronbach’s alpha) was calculated 0/70 – 0/85 and indicated appropriate reliability of the DTS. In conclusion, the Persian version of the Dichotomous Thinking Scale possesses acceptable psychometric properties and is a reliable, valid, and concise measure for psychological research and clinical Trails.
Hadis Foroodi
Abstract
Mindful learning has recently been utilized in education due to its significant and valuable effects on the learning process. It is considered an effective approach to enhance learners’ awareness of learning, their engagement with the learning context, and their flexibility toward new ideas. However, ...
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Mindful learning has recently been utilized in education due to its significant and valuable effects on the learning process. It is considered an effective approach to enhance learners’ awareness of learning, their engagement with the learning context, and their flexibility toward new ideas. However, there is still no standardized instrument available to assess this construct.Therefore, the present study was conducted with the aim of developing, exploring the factor structure, and validating a Mindful Learning Questionnaire among university studentscombined exploratory method with a tool compilation model was used.In the qualitative part, text analysis was done in a deductive-inductive way from books and articles related to mindful learning that were selected from Google Scholar and Elsevier databasesFactors affecting mindful learning were extracted from the book Mindful Learning(E. J. Langer, 2000) by combining items from the Mindfulness Questionnaire(Baer et al., 2008) and the Mindful Student Questionnaire(Renshaw, 2017) and were implemented on the prototype and implemented with a sample. In the quantitative part, the statistical population consisted of 256 students from the electronics unit of Tehran Azad University in 2023-2024, who were selected online and available and completed the questionnaire.fit of the model with the collected data. confirmed Therefore, the factor load of all indicators was greater than 0.32, which indicates the power of each of the integrated packages of questionnaire items in measuring its five factors. Cronbach's alpha coefficient of the whole questionnaire was 0.94, which shows a positive and significant correlation between the factors and the total score of conscious mindful learning and indicates its acceptable convergent validity. Also, the reliability of the whole test was estimated as 0.79 by retest method. The result of this study is the appropriate validity and reliability of the Mindful Learning Questionnaire in students, which can be used to measure and research this component.
Maryam rajabiyan dehzireh; hamidreza maghami
Abstract
Abstract This research aimed to investigate the impact of AI-driven gamified assessment on online satisfaction and the seven-phase learning cycle of students at Chabahar International University. The research employed a quasi-experimental design, specifically a pre-test/post-test control group design. ...
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Abstract This research aimed to investigate the impact of AI-driven gamified assessment on online satisfaction and the seven-phase learning cycle of students at Chabahar International University. The research employed a quasi-experimental design, specifically a pre-test/post-test control group design. The statistical population consisted of all Master's students in Educational Technology at Chabahar International University. A sample of 50 students was selected using convenience sampling and randomly assigned to two groups: an experimental group and a control group (25 in each). Data collection tools included Kraft's (2001) Seven-Phase Learning Cycle Questionnaire and Taylor et al.'s (2015) Student Satisfaction Questionnaire. The data were analyzed using analysis of covariance (ANCOVA). The results showed that AI-based gamified assessment in the Quizizz environment had a significant positive impact on students' satisfaction with their learning experience in online courses (p< 0.05). Additionally, this type of assessment affected the components of the Seven-Stage Learning Cycle, including inference, participation, exploration, explanation, learning expansion, evaluation, and learning development (p< 0.05). By creating competitive situations and providing immediate feedback, it enhanced cognitive engagement and increased students' active participation. The design of challenging, staged questions strengthened their motivation for exploration and concept explanation. The use of badges and continuous feedback also improved the assessment process, learning expansion, and self-regulation in the learning path. Ultimately, this assessment facilitated the transfer of learning to new situations and played a significant role in the development of learning. Based on these findings, it is recommended that universities and educational institutions seriously consider integrating AI-driven gamified assessment into their educational processes. This integration can not only improve the quality of teaching and learning but also enrich and enhance the student experience.
Marzieh Balali; mahmoud goudarzi; Farideh Dokaneifard
Abstract
This study aimed to test the causal model of marital stability based on personality traits mediated by attitude styles towards love in married women referring to counseling centers in Tehran.The study was of applied research type in terms of its purpose, cross-sectional data collection and analysis using ...
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This study aimed to test the causal model of marital stability based on personality traits mediated by attitude styles towards love in married women referring to counseling centers in Tehran.The study was of applied research type in terms of its purpose, cross-sectional data collection and analysis using correlational method and structural equation modeling. The statistical population of the study included all married women referring to Tehran counseling clinics in 1402. To determine the sample size, according to the number of observed variables and assigning a coefficient of 15 to each observed variable, 354 people were selected as the sample size. This number was selected by considering the selection criteria in a convenient manner. The data collection tools were Sternberg's Attitude to Love Questionnaire (1986), Edward et al.'s Marital Instability Questionnaire (1980), and Costa and McCrae's Personality Questionnaire (1992). The data were analyzed using structural equations. SPSS26 and Amose 23 software were used to analyze the data. The results obtained from the path coefficients in the structural model showed that the direct effect of personality traits on attitude towards love (β = 0.42, p ≥ 0.001), personality traits on marital stability (β = 0.38, p ≥ 0.001), and attitude towards love on marital stability (β = 0.38, p ≥ 0.001) is significant. According to the results, the causal model of marital stability based on personality traits mediated by attitude styles towards love in married women referring to Tehran counseling centers has a good fit, and the model test showed that the fit indices of the research model are in a favorable state.
behnam abdollahi; abolfazl karami; mehdi davaii; asghar minaei
Abstract
Adaptation, Standardization and Psychosocial Characteristics of Sternberg's Love Story Questionnaire Using Multidimensional Theoretical Question-Answer Models (MIRT) and its Relationship with Marital Satisfaction* Behnam Abdollahi , Abolfazl Karami , Asghar Minaei , Mehdi Davaei ReviewBackground: One ...
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Adaptation, Standardization and Psychosocial Characteristics of Sternberg's Love Story Questionnaire Using Multidimensional Theoretical Question-Answer Models (MIRT) and its Relationship with Marital Satisfaction* Behnam Abdollahi , Abolfazl Karami , Asghar Minaei , Mehdi Davaei ReviewBackground: One of the main concerns of researchers has long been the measurement and evaluation of marital interactions. The love story is one of the most important structures that is always considered by family counselors to evaluate the marital behaviors of couples and guide and guide them.Objective: This study was conducted to conform, standardize, and psychometric properties of Sternberg's Love Story Questionnaire.Method: This research was a developmental study and its statistical population included all married men under the age of 50 in Tehran in 2021. Using available sampling, 556 people were selected. In addition to the localized questionnaire of Sternberg's love story, Enrich's marital satisfaction questionnaire was also used.3.1 And with the approach of question-answer theory, they were analyzed using the multidimensional model of the graduated response of the theory.Results: The results showed that Sternberg's Localized Love Story Questionnaire includes 27 dimensions in Iranian society. Also, a positive and significant correlation was observed between the dimensions of Sternberg's Love Story Questionnaire and Enrich's Marital Satisfaction Questionnaire, which indicates the validity of an appropriate criterion of the tool. Validity of the tool through Cronbach's alpha for all 26 dimensions A factor higher than 0.6 was calculated, which indicates the optimal reliability of the instrument.Conclusion: The results of this study show that Sternberg's native love story questionnaire has sufficient validity and validity and can be used as a suitable tool for evaluating the 27 dimensions of love story in married men less than 50 years old.Keywords: Love Story, Marital Satisfaction, Multidimensional Model of Question and Answer Theory, Psychometric Properties
mahdieh estabraghi; Naser Behroozy; Manijeh Shehni yailagh; Alireza Hajiyakhchali
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 ...
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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.
karim abdolmohamadi; Asgar alimohamadi; Ayatolah FGathi; farhad ghadiri
Abstract
Aims: The main purpose of the present study was to investigate psychometric properties of the Cyber Aggression Questionnaire among Iranian adolescents. Method: The method of the present study was descriptive-correlational. The statistical population of the study included all adolescents aged 12 to 18 ...
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Aims: The main purpose of the present study was to investigate psychometric properties of the Cyber Aggression Questionnaire among Iranian adolescents. Method: The method of the present study was descriptive-correlational. The statistical population of the study included all adolescents aged 12 to 18 years old in Tabriz that 394 students (179 boys and 217 girls) were selected using stratified random sampling. After translating and obtaining the opinions of experts and subjects, the face validity of the questionnaire were confirmed. SPSS and AMOS software were used for statistical analysis. Results: The results of the confirmatory factor analysis, based AMOS software, showed that three-factor structure of the Impersonation, Visual-sexual Cyber-aggression and Verbal Cyber-aggression and Exclusion in the Iranian students sample had good fit with data. Correlational analyses between this Questionnaire with Bullying Scale provided initial evidence for the CYBA convergent validity (r = 0.72, P <0.001). Reliability of the questionnaire based on Cronbach's alpha method, mean of variance extracted and retested for the total scale and its dimensions was confirmed. Conclusion: In sum, these findings provide evidence for the validity and reliability of the CYBA as an instrument to measure cyber aggression among Iranian students. This scale can be used to measure cyber aggression in research and treatment departments.
Negin Nikbin; Seyed Alireza Ghasemi; Soraya Roudi Ali Abadi; Mohammadreza Asadi Younesi
Abstract
Classroom cohesion plays an important role in creating a supportive learning environment, increasing student participation, and improving academic outcomes, and accordingly, having a tool to measure it is essential. Therefore, the present study was conducted to validate the classroom cohesion questionnaire ...
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Classroom cohesion plays an important role in creating a supportive learning environment, increasing student participation, and improving academic outcomes, and accordingly, having a tool to measure it is essential. Therefore, the present study was conducted to validate the classroom cohesion questionnaire in elementary school students. The research method was descriptive-survey and applied. The statistical population included elementary school students in South Khorasan Province, from whom 326 people were selected through multi-stage cluster sampling. Data were collected through a translated and localized classroom cohesion questionnaire, and SPSS and Lisrel software were used for confirmatory factor analysis and reliability analysis. The findings showed that the classroom cohesion questionnaire had an appropriate factor structure and the model fit indices had standard values. Also, Cronbach's alpha values for the components of task cohesion (0.955), social cohesion (0.950), and the total scale (0.976) indicated a very favorable reliability of this tool. Confirmatory factor analysis also confirmed that all items of the questionnaire had significant factor loadings. Based on the research findings, this tool can be used as a complete scale to explain the level of classroom cohesion in Iranian elementary schools and can be used by teachers, counselors, and educational experts.
Samira tavanaei yousefian; asghar minaei; mohamad asgari; shabnam shadroo; ali mashhadi
Abstract
The present study aimed to develop and validate a diagnostic mathematics assessment designed to accurately identify learning difficulties among sixth-grade students, addressing the limitations of traditional evaluation methods. Adopting a developmental–applied approach with an exploratory–explanatory ...
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The present study aimed to develop and validate a diagnostic mathematics assessment designed to accurately identify learning difficulties among sixth-grade students, addressing the limitations of traditional evaluation methods. Adopting a developmental–applied approach with an exploratory–explanatory mixed-methods design, data were collected from 620 sixth-grade students in Mashhad through multi-stage cluster sampling.In the qualitative phase, the cognitive processes underlying mathematical problem-solving were examined using the revised Bloom’s taxonomy, which informed the construction of a Q-matrix and the development of an initial item bank. In the quantitative phase, psychometric properties of the test were evaluated within the frameworks of classical test theory, multidimensional item response theory, and cognitive diagnostic models, including DINA, DINO, and GDINA. Results indicated that the test items demonstrated strong psychometric quality, and the GDINA model most accurately represented the cognitive structure of the assessment.Additionally, computer-adaptive testing simulations revealed high diagnostic precision and efficiency, even in shortened test versions. Overall, findings suggest that Arta 6 is a valid, reliable, and diagnostically powerful tool that can be effectively applied for early screening and identification of mathematics learning difficulties, providing a sound basis for targeted and evidence-based educational interventions.
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