Quarterly of Educational Measurement

Abstract The aim of the present study was to test the latent growth curve model of reading motivation and attitude towards reading by controlling the amount of reading, gender and socio-economic status in elementary school students in Yazd city, in the form of a longitudinal study. The latent growth curve model was used to answer the research questions. The statistical population of this research included all students studying in the fourth grades of Yazd city in the academic year 2021 to 2022. The sampling method was multi-stage random. For this purpose, first of all, a district was selected between the 2 districts of Yazd city and by referring to the administration of that district, the number of 20 schools (10 girls' schools and 10 boys' schools) was selected and in each school, two classes were selectd from among the available classes (fourth grade). And 15 people were randomly selected from each class. The sample of this research is 300 girls and 300 boys. In this research, from the Reading Motivation Questionnaire (RMQ) from Sheifel and Shafner (2016), the Attitude towards Reading Questionnaire from McKenna and Keir (1990), the Reading Quantity Inventory from Becker et al. (2010) and the Socio-Economic Status Questionnaire from Garmarodi. and Moradi (2010) were used. Latent growth curve statistical method was used for data analysis. The results of the research indicated that the growth curve of reading motivation and attitude towards reading is linear and both the variables of reading motivation and attitude towards reading were decreasing during the four measurement stages. Gender was also a good predictor of motivation to read and motivation to read was more among girls than boys. Although gender was a significant predictor for attitude towards reading at the beginning, it was not a significant predictor during the 4 measurements. Socio-economic status was a significant predictor of reading motivation both at the beginning of reading motivation measurement and during the 4 stages of measurement. Socio-economic status neither at the beginning nor during the 4 stages of measurement was not a significant predictor for measuring attitude towards reading. The amount of reading both at the beginning of the assessment and at the end of the 4 stages of the assessment was a significant predictor variable for reading motivation and attitude towards reading. In the end, this research found strong inter-individual differences in reading motivation and attitude towards reading at the beginning of the fourth grade (width from the origin) and during the 4 stages of measurement (slope) in students. The results of this research can have practical implications for teaching reading.

Abstract Healthy family functioning provides the foundation for members’ cognitive, emotional, and relational development. The Beavers Systems Model, with its emphasis on the developmental nature of family functioning, offers a process-oriented assessment framework capable of identifying both individual and family developmental challenges. The purpose of the present research was to restructure validate make reliable and normalize the self-reported family inventory (SFI). In this testing research, 313 married female students were enrolled from various faculties of the Islamic Azad University, Science and Research Branch, Tehran, via cluster random sampling. Following an evaluation of face and content validity, Item analysis such as item discrimination and internal consistency indices, construct validation (factor analysis) and reliability analysis (Cronbach Alpha) were utilized. The findings indicated acceptable face and content validity for the instrument. Exploratory factor analysis yielded three factors: health/competence, Family Emotional Conflict, and Interactional Conflict. The reliability of the whole scale was confirmed with a Cronbach's alpha value of 0/905.The normalization results showed that T-scores < 35, T-scores > 65, and T-scores > 60 indicate optimal family functioning for the first, second, and third factors, respectively. Overall, the results suggest that the reconstructed SFI possesses satisfactory validity and reliability in the Iranian cultural context, and that the extracted factors provide an appropriate structure for the assessment of family functioning.

Abstract Parent abuse has garnered increasing attention from researchers. Emerging evidence suggests that parent abuse is highly complex and linked to a broad range of factors. The aim of this study was to develop and validate the Self-Report Mother Abuse Scale and examine its predictors among male high school students in Shahrekord and Ahvaz. The research was conducted in two phases, each with a different sample. In the first phase, which focused on scale development and validation, 181 male students participated. In the second phase, aimed at identifying predictors of mother abuse, 209 male students were selected through convenience sampling. Participants in the second phase completed the Child Exposure to Domestic Violence (CEDV) Scale, the Parental Marital Conflict Scale (PMCS), the Parenting Style Inventory (PSI), the Connor-Davidson Resilience Scale (CD-RISC), the Emotion Regulation Questionnaire (ERQ), and the Self-Report Mother Abuse Scale (MA-SRS). Data analysis involved exploratory factor analysis in the first phase and multiple regression analysis in the second. The results of the exploratory factor analysis (KMO=0.90; χ2=3276.80) indicated that the final Self-Report Mother Abuse Scale (MA-SRS) comprises 17 items across two factors: emotional and instrumental mother abuse. The scale and its factors demonstrated satisfactory reliability. Additionally, multiple regression analysis revealed that exposure to domestic violence and resilience were the strongest predictors of mother abuse. These findings suggest that the Self-Report Mother Abuse Scale (MA-SRS) is a reliable and valid tool for assessing mother abuse in Iranian samples.

Abstract The purpose of the present study was to investigate psychometric properties of the Cyber Aggression Questionnaire (CYBA) among Iranian adolescents. The method of the present study was descriptive-correlational. The population of the study included all adolescents aged 12 to 18 years old in Tabriz that 394 students (179 boys and 217 girls) were selected using stratified random sampling. After translating and obtaining the opinions of experts and subjects, the face validity of the questionnaire was confirmed. SPSS and AMOS software were used for statistical analysis. The results of the confirmatory factor analysis, based AMOS software, showed that three-factor had good fit. Correlational analyses between this Questionnaire with Bullying Scale provided initial evidence for the CYBA convergent validity (r = 0.72, P <0.001). Reliability of the questionnaire based on Cronbach's alpha method, mean of variance extracted and retested for the total scale and its dimensions was confirmed. In sum, these findings provide evidence for the validity and reliability of the CYBA as an instrument to measure cyber aggression among Iranian students. This scale can be used to measure cyber aggression in research and treatment departments

Abstract This study aimed to investigate the effect of personality traits on marital stability by mediating attitude styles to love in married women referring to Tehran counseling centers. The study was of applied research type in terms of its purpose, cross-sectional data collection and analysis using correlational method and structural equation modeling. The statistical population of the study included all married women referring to Tehran counseling clinics in 1402. To determine the sample size, according to the number of observed variables and assigning a coefficient of 15 to each observed variable, 354 people were selected as the sample size. This number was selected by considering the selection criteria in a convenient manner. The data collection tools were Sternberg's Attitude to Love Questionnaire (1986), Edward et al.'s Marital Instability Questionnaire (1980), and Costa and McCrae's Personality Questionnaire (1992). The data were analyzed using structural equations. SPSS26 and Amose 23 software were used to analyze the data. The results of the study showed that personality traits have an indirect effect on marital stability through the mediation of love attitude styles in married women.

Abstract The need to form and maintain stable interpersonal relationships is a fundamental human motivation, and the relative lack of these social relationships is associated with adverse effects on emotional well-being and physical health. The present study aimed to investigate the reliability, validity, and factor structure of the Social Inhibition Questionnaire in Iranian adolescents. The population of this descriptive survey study was first and second-year high school students in Kurdistan province in the academic year 2024, of whom 1,509 were selected through multi-stage cluster sampling. Participants responded to research instruments that included the Social Inhibition Questionnaire (SIQ15), the Depression, Anxiety, and Stress Scale (DASS-21), and the Emotional Regulation Questionnaire (ERQ). Factor analysis of the questionnaire supported the first-order, three-factor, and second-order models. In the internal consistency analysis of the scale, Cronbach's alpha for the entire questionnaire and the dimensions of behavioral inhibition, social withdrawal, and interpersonal sensitivity were 0.88, 0.77, 0.68, and 0.75, respectively. Convergent validity was examined by correlation between the questionnaire and scales of depression, anxiety, stress, and emotional regulation. Also, the results of the multi-group factor analysis confirmed gender equivalence in the factor structure of the questionnaire. Finally, based on this study, the Persian version of the Social Inhibition Questionnaire had good psychometric properties in the Iranian adolescent population. It can be used as a valid tool in clinical, educational, and research situations.

Abstract Classroom cohesion plays an important role in creating a supportive learning environment, increasing student participation, and improving academic outcomes, and accordingly, having a tool to measure it is essential. Therefore, the present study was conducted to validate the classroom cohesion questionnaire in elementary school students. The research method was descriptive-survey and applied. The statistical population included elementary school students in South Khorasan Province, from whom 326 people were selected through multi-stage cluster sampling. Data were collected through a translated and localized classroom cohesion questionnaire, and SPSS and Lisrel software were used for confirmatory factor analysis and reliability analysis. The findings showed that the classroom cohesion questionnaire had an appropriate factor structure and the model fit indices had standard values. Also, Cronbach's alpha values for the components of task cohesion (0.955), social cohesion (0.950), and the total scale (0.976) indicated a very favorable reliability of this tool. Confirmatory factor analysis also confirmed that all items of the questionnaire had significant factor loadings. Based on the research findings, this tool can be used as a complete scale to explain the level of classroom cohesion in Iranian elementary schools and can be used by teachers, counselors, and educational experts.

Abstract The purpose of this study was to standardize and investigate the psychometric properties of the Bulut et al. (2013) Adolescent Resilience Scale (ARS) among students. Methodologically, this research employed a descriptive, survey-based design. The target population consisted of all secondary school students in Isfahan during the 2024-2025 academic year. A sample of 241 participants was selected using convenience sampling, based on Morgan's table. Participants concurrently completed the Bulut et al. (2013) Adolescent Resilience Scale and the Connor-Davidson Resilience Scale (CD-RISC; 2003). Statistical analyses were conducted using SPSS version 26 and Amos version 21. The reliability coefficient of the Adolescent Resilience Scale was 0.84 using Cronbach's alpha and 0.74 using the split-half method, indicating good internal consistency and stability of test scores. Furthermore, an examination of the convergent concurrent validity of the Adolescent Resilience Scale with the Connor-Davidson Resilience Scale (2003) revealed that all correlation coefficients were significant at p < 0.05. Based on the findings obtained, it can be argued that the Bulut et al. (2013) Adolescent Resilience Scale demonstrates satisfactory reliability and validity and can serve as a suitable instrument for measuring resilience in adolescents within the Iranian population.

Abstract Emotional knowledge, a set of abilities that describes the adaptive utilization of emotional information, necessitates measurement with valid instruments for research purposes. The present study was conducted with two primary objectives: first, to validate the Emotion Matching Task for assessing emotional knowledge in Iranian preschool children, and second, to investigate gender differences in their level of emotional knowledge. This research employed a correlational and test validation design. Participants comprised 304 preschool children from Mashhad city in 2024, selected through convenience sampling. The Emotion Matching Task (Izard et al., 2003), the Social Competence Scale (Corrigan, 2003), and the Theory of Mind Scale (Wellman and Liu, 2004) were utilized for data collection. The reliability of the scale was examined using the omega coefficient, and factorial validity was investigated using second-order confirmatory factor analysis. Furthermore, to examine convergent validity, the predictive role of age and theory of mind for the dimensions and total score of emotional knowledge was explored using multiple regression. To establish predictive validity, hierarchical regression was employed to predict social competence based on emotional knowledge. Gender differences were analyzed using multivariate analysis of variance. The results of the factor analysis revealed that the proposed four-factor model for emotional knowledge demonstrated acceptable fit. The omega coefficient for the total emotional knowledge score was 0.85. Additional findings indicated that theory of mind and age were positive and significant predictors of emotional knowledge, and that emotional knowledge predicted social competence. Moreover, the findings revealed a gender difference favoring girls. The research findings suggest that this instrument exhibits high reliability, construct validity, and criterion validity. These findings can be beneficial for researchers, educators, and psychologists seeking reliable tools to assess emotional knowledge in preschool children. Additionally, the results pertaining to gender differences are applicable to parenting education.