Quarterly of Educational Measurement

Abstract The primary objective of this study was to devise and validate a model for evaluating the quality of academic research within universities specializing in humanities and social sciences. This was carried out through an exploratory sequential mixed-methods design, consisting of two separate stages: a qualitative and a quantitative phase. In the initial stage of the study, semi-structured interviews were conducted with 19 experts to gather data on academic research quality. The information obtained from these interviews was then analyzed using grounding theory principles, resulting in the abstraction of semantic codes pertinent to academic research quality. Through a methodical approach, the qualitative data was analyzed in a three-stage process, encompassing open coding, axial coding, and selective coding. This analysis led to the recognition of 503 concepts and 29 subcategories. These elements were then systematically organized into eight principal categories. The quantitative aspect of the study involved the formulation of a researcher-designed questionnaire, constructed based on the eight main categories, 29 subcategories, and 503 concepts identified in the previous phase. This questionnaire was then administered to a sample of 95 individuals, chosen through convenience sampling, who were faculty members from higher education institutions specializing in humanities and social sciences. A statistical appraisal encompassing descriptive and inferential methods was conducted on the questionnaire data. The validation of the model, both in its overall format and within its submodels, divulged that the factor loading values associated with the questionnaire items, in addition to the connections between the subcategories and principal categories, align with a standard range, thus generally substantiating the model's compatibility and validity. This study's outcomes can offer a methodical definition of academic research quality within the realms of humanities and social sciences, thereby contributing to the advancement of research excellence in these domains.

Abstract The purpose of this study was to investigate the psychometric properties of the Response to Sexual Rejection Scale (RSRS) in married women in Ardabil. The statistical population consisted of all married women in Ardabil. Participants were selected using convenience sampling and individually completed the sexual rejection scale. Data analysis included internal consistency reliability and confirmatory factor analysis (CFA), conducted using SPSS 25 and LISREL 8.8. The internal consistency results indicated good scale reliability, with Cronbach’s alpha values for the four factors as follows: resentment (0.83), uncertainty (0.86), and temptation (0.83). CFA fit indices supported the scale’s validity, with excellent model fit: CFI = 0.98; RFI = 0.96; NNFI = 0.98; RMSEA = 0.062. These findings suggest that the RSRS is a reliable and valid tool for measuring responses to sexual rejection in married women.

Abstract Assertiveness is a fundamental component of individual personality, particularly significant for police university students due to its crucial role in their future organizational and social interactions. This study aimed to develop a model for enhancing assertiveness among students at Imam Hassan Mojtaba (PBUH) Police University. The research followed a qualitative design and was categorized as applied research. Participants included psychologists, educational experts, and managers from the Faraja organization, selected through purposive sampling. Interviews were conducted until theoretical saturation was achieved. Data were collected through in-depth, semi-structured face-to-face interviews designed to explore participants' experiences, perspectives, and recommendations regarding assertiveness. Thematic analysis, following the approach of King and Horrocks, was employed to analyze the data, and the findings' credibility was validated through expert review. The results revealed that assertiveness development encompasses five key domains: psychological-personality, organizational, educational, instructional, and religious-spiritual. Within each domain, specific characteristics were identified that significantly enhance students' mission effectiveness. The interview analysis yielded basic, organizing, and overarching themes, forming a comprehensive conceptual framework for assertiveness development. The findings indicate that a multidimensional approach - incorporating personality traits, organizational culture, educational strategies, instructional methods, and religious values - can effectively strengthen assertiveness in police university students.

Method: This qualitative, applied research involved psychologists, elites, and education/training managers. Samples were purposefully selected and interviews conducted until theoretical saturation. Data from 15 commanders, managers, and experts were analyzed using King and Horrocks' content analysis method, validated by expert opinions.

Findings: Interviews revealed five key areas where cadets require characteristics for effective performance: personality and psychology, organizational factors, education, religion and culture, and training. A total of 121 themes emerged as fundamental to developing courage in cadets, with 11 organizing themes and 5 comprehensive themes identified in the model.

Conclusion: The study outlines five comprehensive dimensions—personality-psychology, organizational, educational, training, and religious-cultural—offering novel scientific insights to enhance courage in Police University cadets and those trained under the Imam Hasan Mojtaba (PBUH) police program.

Abstract This study proposes a novel method to significantly reduce data processing time for calculating facility (P) and discrimination indices in large-scale assessments. By integrating Simple Random Sampling (SRS) with Classical Test Theory (CTT), we developed a computational approach that minimizes processing time while maintaining statistical accuracy. For illustration, a test question requiring 7,393 minutes (5.5 days) for full analysis yielded a P-index of 0.50. Our SRS-CTT method achieved comparable results (P-index = 0.503) in just 129.2 minutes (mean across 10 iterations), representing a 98.3% reduction in processing time. The accompanying computer program enables efficient analysis of national-level datasets, making this method particularly valuable for high-stakes testing organizations. We strongly recommend its adoption for nationwide educational assessments.

Abstract This qualitative research aimed to identify evaluation indicators of the In-School Sport Olympiad plan based on the CIIP model. The study population included all managers and physical education teachers. Data collection involved:1. A focus group with 10 participants; 2. In-depth interviews with 14 individuals. Data analysis was conducted using grounded theory. Research validity was ensured through four criteria: Credibility, Transferability, Dependability, and Confirmability. The results showed that the context indicators included planning and goals, along with their compatibility with existing conditions and the transparency of guidelines and regulations. For the input dimension, the identified indicators comprised human resources, audience factors, and financial and physical resources. In the process dimension, key indicators involved the preparation of presenters, preparation of the audience, support systems, and implementation quality. Additionally, the output dimension included indicators such as executive results, achievement of physical education goals, and audience outcomes. Given the vital role of physical education and the in-school Sports Olympiad in achieving educational objectives - including fostering an energetic younger generation alongside academic development - optimal implementation and continuous improvement of this program is essential. To ensure its effectiveness, the Olympiad requires ongoing evaluation to identify operational challenges and process deviations. This study provides administrators with a comprehensive set of evaluation indicators, establishing a framework to assess and enhance the program across all dimensions of its implementation.

Abstract In qualitative studies, sample size is tied to the concept of theoretical saturation. Theoretical saturation occurs when the researcher continues sampling and collecting data until no new insights or concepts emerge. However, the required number of interviews and the assertion that saturation has been achieved remain topics of debate. Not all claims of reaching theoretical saturation can be accepted as valid. This issue is significant because it consumes more time and resources than traditional interviews while excluding interview-based approaches that demand lower research validity. Although various solutions exist—such as experience-based recommendations or rules of thumb—experts have shown growing interest in developing more objective, statistically grounded criteria. This paper examines two statistical approaches for determining sample size in qualitative research: one estimates the sample size a posteriori, while the other does so a priori. These methods will be reviewed, explained, and ultimately compared.

Abstract The purpose of this study is to analyze the competencies that influence the acceptance and use of educational technology with a cognitive and motivational approach among teachers and trainers in technical and vocational centers across the country. To achieve this, a mixed-methods approach was used. Data collection included administering a questionnaire to a sample of 190 teachers and trainers from technical and vocational centers nationwide, as well as semi-structured interviews with 18 experts, specialists, and knowledgeable individuals. The questionnaire’s face and content validity were confirmed by experts, while convergent and divergent validity were used to examine construct validity. Reliability was assessed using Cronbach’s alpha and composite reliability. Data analysis employed descriptive and inferential statistics, along with structural equation modeling using Smart PLS and SPSS software. The results revealed significant findings across 12 components of integrated cognitive and motivational competencies among teachers and trainers. The ranking highlighted educators’ professional skills, the development of creativity and innovation through technology, and motivation for change and curiosity as key competencies. The structural equation model demonstrated that all identified components were significantly related to these constructs, confirming their explanatory power.