azam ghafouri; noorali farrokhi; jalil Younesi
Abstract
پژوهش حاضر با هدف مطالعه و ارزیابی روش‌های همترازسازی در قالب الگوی گروه‌های تصادفی بر مبنای نظریه کلاسیک آزمون بر حسب خطاها و همجنین بررسی عوامل موثر بر افزایش دقت ...
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پژوهش حاضر با هدف مطالعه و ارزیابی روش‌های همترازسازی در قالب الگوی گروه‌های تصادفی بر مبنای نظریه کلاسیک آزمون بر حسب خطاها و همجنین بررسی عوامل موثر بر افزایش دقت روش های همترازسازی در نمونه های با حجم کم انجام شده است. نظر به اینکه در این پژوهش محقق در پی مقایسه رویکردهای مختلف در همترازسازی و به دست آوردن برآوردهای باثبات تر پارامترها و افزایش اعتبار تصمیم ها و دقت اندازه گیری و در نهایت تعیین روش بهینه همترازسازی بوده، لذا دو نوع مطالعه بر اساس دو روش پژوهش طرح ریزی شد. روش پژوهش در این مطالعه به طور عام جزء پژوهش های توصیفی است. با توجه به دو نوع داده مورد استفاده در پژوهش حاضر (داده های واقعی و داده های شبیه سازی شده)، و متناسب با آن دو نوع مطالعه، دو نوع جامعه نیز مطرح است. در مورد مطالعه اول به منظور بررسی مقایسه ای روش های همترازسازی و با توجه به اجرای پرسش نامه تفکر انتقادی کالیفرنیا (فرم A و B)، از داده های واقعی استفاده شد. جامعه آماری در این مطالعه شامل کلیه کارکنان در تمامی رده های شغلی شاغل در شهرداری قزوین در سال 1399 با حجم 2048 نفر می باشد. همچنین به جهت استفاده از الگوی گروه های تصادفی همترازسازی، دو نمونه به صورت کاملاً تصادفی و مستقل با حجم 200 نفر از جامعه مذکور انتخاب شد. در خصوص مطالعه شبیه سازی نیز در حالات مختلف (حجم نمونه و ضرایب دشواری) پارامترها بر اساس توزیع آماری تولید شدند. با توجه به شاخص های محاسبه شده در خصوص میزان خطای همترازسازی، نتایج نشانگر کاهش میزان خطا با افزایش حجم نمونه بود. همچنین با افزایش مقدار تفاوت دشواری میزان خطا نیز در هر چهار روش همترازسازی افزایش یافت.
Shoeayb Qasemi; ali delavar; Farzad Eskandari
Abstract
This study was conducted with the aim of examining the gender differential item functioning of the English language items of the master psychology series exam using the methods available in the context of cognitive diagnostic models. The research sample included 2,455 female applicants and 919 male applicants ...
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This study was conducted with the aim of examining the gender differential item functioning of the English language items of the master psychology series exam using the methods available in the context of cognitive diagnostic models. The research sample included 2,455 female applicants and 919 male applicants who attended the Master of Psychology series exam in 1396. The G-DINA cognitive diagnostic model was fitted with data. DIF of the questions were examined with three methods: the Wald test, the likelihood ratio test and the revised likelihood ratio test. The results of these three methods had a moderate agreement on DIF detection. Based on the results 16 questions had DIF. Most of the questions had uniform DIF in favor of men. Questions that had non-uniform DIF, for the dominant applicants were in favor of men and for non-dominated applicants were in favor of women. It is recommended that additional studies be conducted to investigate the existence of the bias and the cause of the DIF.
Maryam Valimohammadi,; Omid Shokri; Mehrangiz Shoaa Kazemi; Mohsen Ahmadi Tahour Soltani
Abstract
Reviewing the background of the growing challenge of the underachievement of gifted students has caused a large number of researchers interested in the field of gifted psychology studies to define the study of the motivators for the membership of the gifted adolescents in the said group at the top of ...
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Reviewing the background of the growing challenge of the underachievement of gifted students has caused a large number of researchers interested in the field of gifted psychology studies to define the study of the motivators for the membership of the gifted adolescents in the said group at the top of their research priorities. this research was conducted with the aim of development and validation of the Academic Self-Harm Behaviors Motives Questionnaire for Iranian gifted adolescents. In this descriptive-survey research from the statistical community of gifted boys and girls in Kashan city in the academic year of 2022-2023,500 students who were selected by the available sampling method responded to the Academic Self-Harm Behaviors Motives Questionnaire and the Psychological Resilience Test in Gifted Adolescents . The results of the confirmatory factor analysis showed that the ASHBMQ had good factorial validity with a five-factor structure consisting of fixed academic mindsets, learned helplessness, over-preoccupation with individual disabilities, lack of grit and willpower, and perceived lack of control. Also, the results related to the correlation between the multiple dimensions of the risky academic behaviors with different aspects of the psychological resilience in gifted adolescents, provided additional evidence for the criterion validity of the ASHBMQ. the results of the t-test statistical method for independent groups supported the divergent validity of the questionnaire by emphasizing the statistical significance between two groups of learners inclined and not inclined to risky academic behaviors. Internal consistency coefficients were between 0.91 and 0.94 for the multiple dimensions of the ASHBMQ. the results of this research, while emphasizing the sound of the underlying conceptual system of the multidimensional structure of motives of academic self-harm behaviors in gifted adolescents, also provided convincing evidence in defense of the technical characteristics of validity and reliability of the questionnaire of high-risk academic behaviors in gifted adolescents.
Ali Sheykholreslami; saeed khakdal; Bahman Zardi gikloo
Abstract
The aim of this study was to investigating the psychometric properties of the Questionnaire of Artificial Intelligence Use Motives in University Students. The present research method was descriptive and the type of psychometric studies. The statistical population of this study consisted of all the students ...
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The aim of this study was to investigating the psychometric properties of the Questionnaire of Artificial Intelligence Use Motives in University Students. The present research method was descriptive and the type of psychometric studies. The statistical population of this study consisted of all the students of University of Mohaghegh Ardabili, who were studying in the academic year 2023-2024, and 318 people (187 male and 131 female) were selected from among them using available sampling method. In order to collect information, the Questionnaire of Artificial Intelligence Use Motives Yurt & Kasarci (2024) and general attitudes towards Artificial Intelligence Schepman &Rodway (2020) Scale was used. To check the reliability of the questionnaire, the internal consistency method was used, and to check the validity of the questionnaire, criterion validity (simultaneous) with the scale of general attitude towards artificial intelligence and confirmatory factor analysis was used. The results of factor analysis showed that this questionnaire has a good fit and therefore has good validity (CFI=0/97, NFI=0/95, NNFI=0/96 and RMSEA=0/059). The results of the internal consistency coefficient (Cronbach's alpha coefficient) indicated the good reliability of the questionnaire, so that the Cronbach's alpha coefficient was 0/87 for the expectation factor, 0/86 for the attainment factor, 0/89 for the utility factor, and 0/82 for the intrinsic value/interest factor and 0/72 was obtained for the cost factor. Therefore, based on the findings of this research, it can be concluded that the questionnaire of artificial intelligence use motives has sufficient validity and reliability to measure this construct in Iranian samples.
maryam Ghasemian Dazmiri; siamak samani
Abstract
This study was conducted to explain the psychometric characteristics of the primary assessment scale for children entering primary school. The statistical population of the study includes new students entering the primary school in the city of Shiraz. To conduct this study, 200 male and female primary ...
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This study was conducted to explain the psychometric characteristics of the primary assessment scale for children entering primary school. The statistical population of the study includes new students entering the primary school in the city of Shiraz. To conduct this study, 200 male and female primary school students from four districts of Shiraz were randomly selected of primary school students who were assessed twice using the Wechsler IQ test with a time interval of three months. The data collection instrument was the Wechsler Intelligence Test for Children (WISC-R) and the Primary Assessment Scale for Children. The research method is survey and study of various indicators of reliability and validity. Pearson correlation coefficient was to study convergent, divergent and retest validity and Pearson correlation test was used to study the discriminating power of primary measurement instruments. Differential analysis was used to examine the discriminating power of primary measurement instruments. All these analyses were performed using the SPSS software version 23. The results of the study indicate a very strong and significant relationship between the measurement instrument and the Wechsler IQ test (r=0.98), and the analysis of the results showed that this instrument had sufficient validity, convergent and divergent validity, and high discriminant validity, which indicates the high adequacy of the measurement tool in screening the level of academic readiness of children when entering primary school.
Farhad Tanhaye Reshvanloo; Hadi Samadieh; Marziyeh Mashayekhi; Fateme Farzane; Batool Goli; , Aliasghar Shahabifar
Abstract
The Satisfaction with Life Scale (SWLS; Diener et al., 1985) has been a standard measure for over thirty years. However, the concept of life satisfaction has evolved during this period. This study aimed to evaluate the psychometric properties of the Riverside Life Satisfaction Scale (RLSS) among university ...
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The Satisfaction with Life Scale (SWLS; Diener et al., 1985) has been a standard measure for over thirty years. However, the concept of life satisfaction has evolved during this period. This study aimed to evaluate the psychometric properties of the Riverside Life Satisfaction Scale (RLSS) among university students. Utilizing a convenience sampling method within a validation design, 210 students from private institutions in Mashhad were recruited. The participants completed the RLSS (Margolis et al., 2019), SWLS (Diener et al., 1985), a short form of the Psychological Well-Being Scale (Reif, 1989), and the Kessler Psychological Distress Scale (Kessler et al., 2002). The study examined content validity, gender confirmatory invariance, as well as convergent and divergent validity, alongside internal consistency and reliability. The Content Validity Ratio (CVR) for the entire scale was 0.87, and the Content Validity Index (CVI) was 0.97. The Cronbach's alpha coefficient was 0.88, and the Spearman-Brown split-half reliability coefficient also stood at 0.88. Confirmatory factor analysis yielded positive results across the entire sample, inclusive of both genders, indicating factorial invariance by gender. Both convergent and divergent validity were confirmed (P
