mahsima arbabi; Ebrahim Khodaie; Keyvan Salehi
Abstract
Ranking candidates in the national university entrance examination is a pivotal step in the academic admission process. Traditional ranking methods, which rely on the linear combination of standardized scores, face limitations such as neglecting data distribution and correlations among variables. This ...
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Ranking candidates in the national university entrance examination is a pivotal step in the academic admission process. Traditional ranking methods, which rely on the linear combination of standardized scores, face limitations such as neglecting data distribution and correlations among variables. This study aims to enhance the ranking process by employing Principal Component Analysis (PCA) to reduce data dimensionality and Mahalanobis distance to determine candidate rankings. The study population consisted of 126,728 candidates from the mathematics and technical sciences group in the 2021 national entrance examination, with the analyzed dataset reduced to 110,550 cases after removing missing data. Following preprocessing, the data underwent dimensionality reduction using PCA and subsequent ranking via Mahalanobis distance. Data analysis was conducted using SPSS and Python software. The results indicate that the proposed method outperforms the traditional approach in differentiating candidates, while retaining critical information. Consequently, it facilitates the admission of students with superior specialized knowledge and greater academic merit for entry into universities and higher education institutions. These findings suggest that integrating PCA and Mahalanobis distance offers a more effective approach to ranking examination candidates, paving the way for improvements in current methodologies.
Mostafa Rastgar Agah; jalil Younesi; 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.
Parisa Najafloo; Omid Shokri; Fatemeh Almasi
Abstract
Although the shift towards 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 the valued skills in emerging curricula of the 21st century is undeniable. Therefore,this study was ...
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Although the shift towards 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 the valued skills in emerging curricula of the 21st century is undeniable. Therefore,this study was conducted with the aim of validation of the short instrument for measuring students' confidence with key skills (Bray et al., 2020) in adolescent boys and girls. 515 adolescents (210 boys and 315 girls) responded to the SICKS,the Short version of the instrument to measure Students' Perceptions of Pedagogy for 21st century learning (Bray et al.,2023)and the Self-Directed Learning Scale (Lounsbury & Gibson, 2006).The results of confirmatory factor analysis showed that the short instrument for measuring students' confidence with 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 with key skills and learners' perceptions of 21st century pedagogical approaches and self-directed learning in adolescents supported the convergent validity of the short instrument for measuring students'confidence with key skills. Furthermore, the acceptable internal consistency coefficients of the tool 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 with key skills for the 21st century but also affirm the technical validity and reliability of the short instrument for measuring students' confidence with key skills.
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.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .
Hadis Foroodisefat; Khadijeh Abolmaali Alhosseini; Mohammad Azad Abdollahpour
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.
