Mahsima Arbabi; Ebrahim Khodaie; Keyvan Salehi
Abstract
Ranking candidates in Iran’s National University Entrance Exam (Konkoor) is a critical step in the university admission process. Traditional ranking methods, based on a linear combination of standardized scores, face limitations such as neglecting data distribution and inter-variable correlations. ...
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Ranking candidates in Iran’s National University Entrance Exam (Konkoor) is a critical step in the university admission process. Traditional ranking methods, based on a linear combination of standardized scores, face limitations such as neglecting data distribution and inter-variable correlations. This study aims to enhance the ranking process by employing Principal Component Analysis (PCA) for dimensionality reduction and Mahalanobis Distance for candidate ranking. The study population consisted of 126,728 candidates from the Mathematics and Technical Sciences group in the 2021 exam, reduced to 110,550 after eliminating missing data. Data were preprocessed, subjected to PCA for dimensionality reduction, and ranked using Mahalanobis Distance. Analyses were conducted using SPSS and Python. The results indicate that the proposed method offers greater discriminatory precision in distinguishing among candidates while retaining critical informational variance. This enhanced approach facilitates a more effective identification of academically superior candidates for university admission. The findings suggest that integrating Principal Component Analysis and the Mahalanobis Distance provides a robust and more effective methodological framework for candidate ranking, with the potential to significantly improve upon current admission methodologies.
Mostafa Rastgar Agah; Jalil Younesi; Peyman Hassani Abharian; Ahmad Borjali
Abstract
This research was conducted to develop the Iranian version of moral dilemma scenarios. The form consists of twenty scenarios, each presenting a moral dilemma. In every scenario, a hypothetical situation is described, requiring participants to make an ethical decision based on the given context. This ...
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This research was conducted to develop the Iranian version of moral dilemma scenarios. The form consists of twenty scenarios, each presenting a moral dilemma. In every scenario, a hypothetical situation is described, requiring participants to make an ethical decision based on the given context. This form is based on the most widely used and well-known ethical dilemma scenarios in the field. Exploratory factor analysis revealed that the scenarios can be categorized into four distinct factors: 1. Personal dilemmas with low conflict, 2. Personal dilemmas with high conflict, 3. Impersonal dilemmas with low conflict, and 4. Impersonal dilemmas with high conflict. The overall reliability of this form was 0.72, which falls within an acceptable range. The reliability coefficients for each factor were 0.71, 0.61, 0.70, and 0.70, respectively. These results demonstrate that the Iranian version of the moral dilemma scenarios possesses satisfactory psychometric properties, making it suitable for use in ethics-related research.
Parisa Najafloo; Omid Shokri; Fatemeh Almasi
Abstract
Although the shift toward competency-based pedagogies in the educational landscape has prioritized the development of higher-order thinking skills for learners, the lack of access to tools for measuring valued skills within emerging 21st-century curricula is undeniable. Therefore, this study was conducted ...
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Although the shift toward competency-based pedagogies in the educational landscape has prioritized the development of higher-order thinking skills for learners, the lack of access to tools for measuring valued skills within emerging 21st-century curricula is undeniable. Therefore, this study was conducted with the aim of validating the short instrument for measuring students’ confidence in key skills (Bray et al., 2020) among adolescent boys and girls. A total of 515 adolescents (210 boys and 315 girls) responded to the SICKS (the Short version of the Instrument for measuring students’ Confidence with Key Skills; Bray et al., 2020), the Students’ Perceptions of Pedagogy for 21st-Century Learning scale (Bray et al., 2023), and the Self-Directed Learning Scale (Lounsbury & Gibson, 2006). The results of the confirmatory factor analysis showed that the short instrument for measuring students’ confidence in key skills had good factorial validity, with a structure comprising six factors: collaboration, interaction, critical thinking, self-direction, creativity and innovation, and the use of technology for learning. Additionally, the results regarding the correlation between the dimensions of students’ confidence in key skills and learners’ perceptions of 21st-century pedagogical approaches and self-directed learning supported the convergent validity of the instrument. Furthermore, acceptable internal consistency coefficients supported the reliability of the Persian version of the assessment tool. Overall, the results of this study not only support the conceptual foundations of the short instrument for measuring students’ confidence in key skills for the 21st century but also affirm its technical validity and reliability.
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.
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.
MOHAMMAD AMIN SHAHROOEI; Mahnaz Shahgholian; Jafar Hasani
Abstract
AbstractEmotions are an important part of human life and interpersonal interactions. Despite the importance of the problem of experiencing emotions and the type of regulation by psychotherapy clients, all the tools used in this field are based on self-report, which also excludes the possibility of not ...
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AbstractEmotions are an important part of human life and interpersonal interactions. Despite the importance of the problem of experiencing emotions and the type of regulation by psychotherapy clients, all the tools used in this field are based on self-report, which also excludes the possibility of not being aware of the problem and distortion; therefore, the main goal of the present study is to investigate the psychometric properties of the scale based on the therapist's observation of regulation of emotions and emotional experience (AREQ). People were selected by purposive sampling method. Research tools included scales based on therapist observation of emotion regulation and emotional experience, emotion regulation strategies (ERQ) and positive and negative affect (PANAS). In order to determine the factors of the scale, exploratory factor analysis was used to evaluate the validity of the correlation of the factors with each other and the criterion scales, and to determine the reliability, Cronbach's alpha was used. The component related to emotional experience included three subscales of negative socialized emotion, positive emotion, and intense negative emotion, and the component related to emotion regulation included three subscales of reality-focused responses, external defenses, and avoidance defenses. The findings related to the amount of correlations indicated the validity and also the value of Cronbach's alpha of each of the subscales indicated the appropriate reliability of the scale. Based on these findings, the Persian version of the scale based on therapist observation of emotional regulation and emotional experience has appropriate psychometric properties and is a reliable and valid scale.Keywords: psychometric characteristics, emotions, emotional experience, emotion regulation, therapist
Seyedeh Asma Hosseini; Maryam Shahvardi
Abstract
The aim of this research was to identify the psychometric properties of the Persian version of the health behavior motivation scale in a sample of the Iranian population. For this purpose, 350 adults of Tehran city were selected in an accessible manner and completed the translated health behavior motivation ...
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The aim of this research was to identify the psychometric properties of the Persian version of the health behavior motivation scale in a sample of the Iranian population. For this purpose, 350 adults of Tehran city were selected in an accessible manner and completed the translated health behavior motivation scale, marital satisfaction questionnaire and psychological well-being questionnaire. Data were analyzed using exploratory factor analysis, Pearson correlation test and Cronbach's alpha calculation. The results showed that this questionnaire has acceptable face validity and convergent validity, and its reliability is also acceptable based on Pearson's correlation test and Cronbach's alpha. Therefore, it seems that this tool can be used for research and clinical uses in Iranian society.The aim of this research was to identify the psychometric properties of the Persian version of the health behavior motivation scale in a sample of the Iranian population. For this purpose, 350 adults of Tehran city were selected in an accessible manner and completed the translated health behavior motivation scale, marital satisfaction questionnaire and psychological well-being questionnaire. Data were analyzed using exploratory factor analysis, Pearson correlation test and Cronbach's alpha calculation. The results showed that this questionnaire has acceptable face validity and convergent validity, and its reliability is also acceptable based on Pearson's correlation test and Cronbach's alpha. Therefore, it seems that this tool can be used for research and clinical uses in Iranian society.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .
Hadis Foroodisefat; Khadijeh Abolmaali Alhosseini; Mohammad Azad Abdollahpour
Abstract
Mindful learning has recently been used in higher education due to its significant and valuable effects on learning, and it is an effective approach for increasing students' awareness of learning, their engagement with the learning context, and their flexibility toward new ideas in learning. However, ...
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Mindful learning has recently been used in higher education due to its significant and valuable effects on learning, and it is an effective approach for increasing students' awareness of learning, their engagement with the learning context, and their flexibility toward new ideas in learning. However, no instrument has yet been developed to assess this component. Therefore, the present study was conducted with the aim of constructing, factor analyzing, and validating a Mindful Learning Questionnaire for university students. In this study, 256 students from the Electronics Unit of Islamic Azad University of Tehran were selected through online convenience sampling and responded to the questionnaire. To construct this questionnaire, an exploratory mixed method with an instrument development model was used. In the qualitative phase, text analysis was conducted in a deductive-inductive manner using books and articles related to mindful learning selected from Google Scholar and Elsevier. Factors affecting mindful learning were extracted from the book Mindful Learning (Langer, 2000) by combining items from the Mindfulness Questionnaire (Baer et al., 2008) and the Mindful Student Questionnaire (Renshaw, 2017), and were then implemented in a preliminary sample. In the quantitative phase, confirmatory factor analysis was first used for data analysis; however, the fit indices were not satisfactory at the first step. Using exploratory factor analysis with an item parceling method, factor analysis was conducted again, and the fit indices confirmed the fit of the model with the collected data. Accordingly, the factor loadings of all indicators were greater than 0.32, indicating the power of each of the integrated item parcels in measuring its five factors. Cronbach's alpha coefficient for the whole questionnaire was 0.94, showing a positive and significant correlation between the factors and the total score of mindful learning, indicating acceptable convergent validity. Also, the reliability of the whole test was estimated as 0.79 using the test-retest method. The result of this study is the appropriate validity and reliability of the Mindful Learning Questionnaire for use with students, which can be used to measure and research this component.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.
fatemeh bagherihosenabadi; Kourosh Mohammadi; Kioumars Beshlideh
Abstract
The aim of this study was to investigate the psychometric properties and factor structure of the Persian version of the Parenting Motivation Questionnaire among Iranian parents. This study was a descriptive cross-sectional and psychometric study. The statistical population included parents living in ...
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The aim of this study was to investigate the psychometric properties and factor structure of the Persian version of the Parenting Motivation Questionnaire among Iranian parents. This study was a descriptive cross-sectional and psychometric study. The statistical population included parents living in Hormozgan province, of whom 300 (including mothers and fathers) voluntarily participated in the study. After content validity was confirmed by experts, confirmatory factor analysis was used to examine construct validity, and Cronbach's alpha coefficient and intra-cluster correlation were used to measure reliability. The construct validity method was used to examine the validity of the Parenting Motivation Questionnaire. Confirmatory factor analysis was conducted using AMOS software on the items of this questionnaire. To perform this analysis, maximum likelihood estimation was used and a two-factor model was tested. In the two-factor model, independent parenting motivation was determined as the first factor and controlled parenting motivation was determined as the second factor. The findings showed that items 4 and 6, due to their conceptual overlap in the Iranian cultural context and strong correlation with both factors, reduced the model fit indices and were therefore excluded in the confirmatory factor analysis. To investigate whether the questionnaire consists of two separate factors or whether all items measure one factor, the discriminant validity method was used. The results of the discriminant validity study also showed that the questionnaire items measure two separate factors, namely independent parenting motivation and controlled parenting motivation. Cronbach's alpha coefficients for the independent motivation factor (0.87), controlled motivation (0.82), and the entire questionnaire (0.80) indicated the desired reliability of the instrument. This study shows that the Persian version of this questionnaire is a valid and reliable instrument for measuring parenting motivation in Iranian society.
