Saeedeh Zahed; Shirin Rashidi
Abstract
Emotional helping is a type of active emotional action that places emphasis on receptiveness towards the concerns of others and endeavors to enhance their emotional state. The primary objective of this study was to design and validate the Emotional Helping Questionnaire. The research methodology adopted ...
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Emotional helping is a type of active emotional action that places emphasis on receptiveness towards the concerns of others and endeavors to enhance their emotional state. The primary objective of this study was to design and validate the Emotional Helping Questionnaire. The research methodology adopted in this study was descriptive-survey, and the statistical population consisted of psychology and educational sciences students from Allameh Tabataba'i University in the academic year of 1402-1401. A total of 200 participants were randomly selected through multi-stage sampling. The questionnaire was designed by drawing on the research literature and soliciting the views of experts, with 11 items divided into three categories: "Empathy," "Filling Loneliness," and "Giving Motivation and Hope," each of which contained four levels (Family members, friends, acquaintances/family, and strangers). The internal consistency of the questionnaire was examined through the Cronbach's alpha coefficient, and construct validity was confirmed through confirmatory factor analysis. The results indicated a good fit of the model with the data. The research revealed a strong relationship between exhibiting helping behavior and the degree of familiarity between the person in need and the helper. An examination of the acceptability coefficient of the items revealed that within each component, family members generally scored the highest, followed by friends. The family/acquaintances and strangers categories both demonstrated lower averages in comparison. The reliability of the questionnaire was also assessed and validated through retesting. Given that this study was conducted on students, it is suggested that the instrument be implemented in other population and age groups to further evaluate its psychometric properties.
Emotional helping is a type of active emotional action that places emphasis on receptiveness towards the concerns of others and endeavors to enhance their emotional state. The primary objective of this study was to design and validate the Emotional Helping Questionnaire. The research methodology adopted in this study was descriptive-survey, and the statistical population consisted of psychology and educational sciences students from Allameh Tabataba'i University in the academic year of 1402-1401. A total of 200 participants were randomly selected through multi-stage sampling. The questionnaire was designed by drawing on the research literature and soliciting the views of experts, with 11 items divided into three categories: "Empathy," "Filling Loneliness," and "Giving Motivation and Hope," each of which contained four levels (Family members, friends, acquaintances/family, and strangers). The internal consistency of the questionnaire was examined through the Cronbach's alpha coefficient, and construct validity was confirmed through confirmatory factor analysis. The results indicated a good fit of the model with the data. The research revealed a strong relationship between exhibiting helping behavior and the degree of familiarity between the person in need and the helper. An examination of the acceptability coefficient of the items revealed that within each component, family members generally scored the highest, followed by friends. The family/acquaintances and strangers categories both demonstrated lower averages in comparison. The reliability of the questionnaire was also assessed and validated through retesting. Given that this study was conducted on students, it is suggested that the instrument be implemented in other population and age groups to further evaluate its psychometric properties.
Khalil Zandi; Azad Allahkarami; Shahla Rahimi
Abstract
Teacher confirmation is among the most significant communicative behaviors influencing student learning. The objective of the present research was to develop and validate the Teacher Confirmation Scale (Ellis, 2000). This study was applied in objective and descriptive-correlational in its methodology. ...
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Teacher confirmation is among the most significant communicative behaviors influencing student learning. The objective of the present research was to develop and validate the Teacher Confirmation Scale (Ellis, 2000). This study was applied in objective and descriptive-correlational in its methodology. The research population comprised all third-grade students in the second period of secondary school in Kermanshah. Using a convenience sampling method and following established guidelines for sample size in structural equation modeling, a sample of 210 students was selected. The data collection instrument was the Teacher Confirmation Scale (Ellis, 2000). Data analysis was conducted using first- and second-order confirmatory factor analysis, Cronbach's alpha, an independent samples t-test, and a one-way analysis of variance. The findings confirmed the factor structure of the Teacher Confirmation Scale, which consisted of 16 items and three components in the studied Iranian sample: responding to students' questions/comments, demonstrating interest in students and their learning, and teaching style. The overall reliability of the scale, calculated using Cronbach's alpha, was 0.83, with the reliability for its individual components ranging from 0.74 to 0.80. Furthermore, the findings revealed that students in mathematics perceived teacher confirmation behaviors significantly less frequently than did their peers in experimental sciences and humanities. In conclusion, the results indicate that the Teacher Confirmation Scale demonstrates adequate validity and reliability within the sampled Iranian student population. Therefore, this instrument can be effectively utilized to assess teacher confirmation behaviors in this context.
Meysam Sadeghi; Malahat Amani; Hadi Abbassi; Shadi Zolfaghari
Abstract
The Developmental Indicators for the Assessment of Learning (DIAL) serves as a screening tool to identify children at risk of developmental delays and academic difficulties. This study examined the psychometric properties of the DIAL among Iranian children. The target population comprised children aged ...
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The Developmental Indicators for the Assessment of Learning (DIAL) serves as a screening tool to identify children at risk of developmental delays and academic difficulties. This study examined the psychometric properties of the DIAL among Iranian children. The target population comprised children aged 2.5 to 6 years in Tehran and Bojnord, with a cluster random sample of 336 participants selected from kindergartens across both cities. Preliminary test administration and interviews indicated that the DIAL demonstrates appropriate relevance for assessing learning readiness in Iranian preschool-aged children. The analysis revealed statistically significant differences across age levels in all subdomains: motor skills (p<0.0001), conceptual understanding (p<0.0001), language development (p<0.0001), self-help skills (p<0.0001), and social-emotional development (p<0.0001). Confirmatory factor analysis supported the factorial structure of the Developmental Indicators for the Assessment of Learning (DIAL), with all fit indices meeting recommended thresholds.
Zahra Montajabian; Mohammad Mohammadipour; Mahmoud Jajarmi
Abstract
The purpose of the present study was to investigate the validity and reliability of Pearson, Child, and Carmen’s (2010) Rituals Questionnaire in committed relationships. The population included all married men and women in Isfahan city during 2023–2024. Using a convenience sampling method, ...
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The purpose of the present study was to investigate the validity and reliability of Pearson, Child, and Carmen’s (2010) Rituals Questionnaire in committed relationships. The population included all married men and women in Isfahan city during 2023–2024. Using a convenience sampling method, a sample of 388 participants was selected based on the ratio of the number of items to the sample size. After being translated and validated by experts, the questionnaire was distributed and completed both electronically and in printed form. Cronbach’s alpha was calculated to assess reliability, yielding a coefficient of 0.988 for the entire questionnaire. The alpha coefficients for the subscales were 0.919 for daily routines and tasks, 0.952 for idiosyncratic rituals, 0.963 for everyday talk rituals, 0.961 for intimacy expressions, and 0.971 for couple-time rituals. Confirmatory factor analysis was performed to examine validity, and the results confirmed an acceptable model fit with indices of NFI = 0.924, RMSEA = 0.078, IFI = 0.917, and CFI = 0.946. Convergent validity was also supported by the average variance extracted (AVE) for the five factors, with a minimum value of 0.74. Therefore, it was concluded that the questionnaire is a valid and reliable tool for assessing rituals in committed relationships among married individuals and can be used confidently in related research.
Hossein Zare; Fatemeh Fooladi
Abstract
This study aimed to validate the psychometric properties of the Multidimensional Awareness Scale (MAS) in an Iranian population. Given the significant role of present-moment awareness and meta-awareness of thoughts and emotions in mental health, establishing reliable measurement tools is essential for ...
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This study aimed to validate the psychometric properties of the Multidimensional Awareness Scale (MAS) in an Iranian population. Given the significant role of present-moment awareness and meta-awareness of thoughts and emotions in mental health, establishing reliable measurement tools is essential for research and clinical applications. The research utilized a descriptive psychometric design and sampled 200 residents of Tehran using a convenience sampling method. Data collection involved administering the Persian version of the MAS-which was translated and back-translated-alongside the Experience Questionnaire (EQ) in a digital format. Data analysis was conducted using confirmatory factor analysis (CFA), Pearson’s correlation, and Cronbach’s alpha, utilizing SPSS 24 and AMOS software. Results from the CFA indicated that the three-factor structure of the MAS-comprising meta-awareness, decentered awareness, and external awareness-exhibited acceptable fit indices consistent with standard criteria. Convergent validity was supported by a significant correlation with the EQ (r = .43). The average variance extracted (AVE) for each subscale-meta-awareness, decentered awareness, and external awareness-was 0.50, 0.54, and 0.51, respectively. Internal consistency reliability of the total scale was satisfactory, with a Cronbach’s alpha of 0.71. In conclusion, the Persian version of the MAS demonstrates acceptable psychometric properties within the Iranian context, indicating its suitability for assessing individuals’ awareness levels. This scale can be effectively utilized in research and clinical settings to evaluate individual differences in awareness related to psychological and therapeutic interventions.
Masoud Jafari; Ezatolah Ghadampour; Shirin Emami; Erfan Bahrami
Abstract
The rapid advancement of artificial intelligence (AI) technologies has made user preparedness, awareness, and competency essential across scientific, commercial, industrial, and military domains. This study examined the psychometric properties of the Persian adaptation of Ma and Chen's (2024) Artificial ...
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The rapid advancement of artificial intelligence (AI) technologies has made user preparedness, awareness, and competency essential across scientific, commercial, industrial, and military domains. This study examined the psychometric properties of the Persian adaptation of Ma and Chen's (2024) Artificial Intelligence Literacy Scale in a student population. Using convenience sampling, 250 undergraduate, master’s, and doctoral students from Qom University, Lorestan University, and Tafresh University of Technology participated. The scale’s content validity was established through back-translation procedures and expert evaluation. Exploratory factor analysis (EFA), employing the principal component method with varimax rotation, revealed a four-factor structure consisting of awareness, usage, evaluation, and ethics. Furthermore, confirmatory factor analysis (CFA), using both first-order and second-order models, supported the hierarchical organization of the scale. The reliability analysis indicated acceptable internal consistency, as demonstrated by Cronbach's alpha coefficients and composite reliability (CR) indices. Convergent validity was established through the Average Variance Extracted (AVE > 0.50), while discriminant validity was confirmed using the Heterotrait-Monotrait Ratio of Correlations (HTMT < 0.90). Overall, the findings suggest that the Persian version of the Artificial Intelligence Literacy Scale possesses sound psychometric properties and can be effectively utilized in research and academic assessments related to AI literacy among Iranian university students.
Gholamhossein Maktabi; Shima Salehi; Mojtaba Ahmadi Farsani
Abstract
Evaluating Egocentrism in various aspects of life is crucial for diagnosis and treatment across all age groups. Due to the absence of a standardization tool in Iran to measure this psychological construct, this study was conducted to investigate the psychometric properties of the Persian version of the ...
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Evaluating Egocentrism in various aspects of life is crucial for diagnosis and treatment across all age groups. Due to the absence of a standardization tool in Iran to measure this psychological construct, this study was conducted to investigate the psychometric properties of the Persian version of the egocentism scale in students of Shahid Chamran University of Ahvaz. In order to normalize the egocentrism scale, a translation and reverse translation method was used to prepare the scale. A total of 300 male and female students were selected from the undergraduate student population of Shahid Chamran University of Ahvaz during the academic year 2022-2023. The selection was done using a multi-stage cluster random sampling method. These people completed Tajmir Riahi et al.'s egocentrism scale (2022), Ames et al.'s (2006) narcissistic personality questionnaire, Machiavelli's egocentrism dimension questions of Surman's revised antisocial personality disorder questionnaire (2016), and Davis' empathy questionnaire (1983). Data analysis was done using Cronbach's alpha coefficient, Pearson's correlation coefficient, and exploratory factor analysis using SPSS software version 26. Also, Pearson's correlation coefficients showed that the egocentrism scale has appropriate and acceptable convergent and discriminant validity. Also, the results of exploratory analysis showed that only the extracted factor explains 55.70% of the variance. On the other hand, the results showed that there is no significant difference between male and female students in terms of egocentrism. In general, the findings of the present study showed that the Persian version of the egocentrism scale is a suitable tool for evaluating students' egocentrism.
