سوده رحمانی

This study compares the application of classical test theory versus item response theory in the validation of students' academic engagement questionnaire. The sample size of this research was 750 students (265 boys and 485 girls) who were selected by multi-stage cluster sampling method among the students of Tehran universities. Due to the non-availability of the Persian version of the questionnaire, first its translation and content analysis was done by experts. Then, its validation was done through exploratory and confirmatory factor analysis and its reliability using ordinal theta. In the following, clean power and acceptability, as well as the curve of the question characteristics and the awareness function of the whole test were also checked through R software. The analysis of the question parameters and the subjects determined that this questionnaire is able to distinguish between people in terms of the concept of conflict. Also, based on classical test theory and question theory, it is possible to determine which questions better measure social involvement and academic involvement. According to the classical test theory, the accuracy of the two questionnaires based on the ordinal theta is suitable and the classical test theory cannot show and compare how people in higher and lower groups answer the questions of social involvement and academic involvement. Finally, based on the sum of the fit indices, it can be seen that the data are fit with the assumed model.

The tendency to the origin of existence and the desire for immortality have always been the concern of human beings. Divine religions consider faith as the only way to respond to these two issues. Undoubtedly, the different views of religions on the concept of faith have led to different interpretations. Thus, not only is the expression of the components of Judaism, Christianity, and Islam different, but also the interpretation of different Islamic sects of faith is different. Because of this, the efforts of experts to properly conceptualize this fact have paved the way for the emergence of different perspectives. The aim of the present study is to compare the stages of the evolution of faith from the perspective of Islam and Fowler. The research method and the technique for gathering data were descriptive and library-based. The findings showed that the Abrahamic religions, especially Islam in the verses of the Holy Quran, consider faith as a kind of strong heart relationship and psychologists consider it as an internal tendency to the origin of the universe that mental growth and evolution in human understanding can play a role in its evolution.

This research aims to predict creativity according to individual and contextual variables of Sternberg’s investment theory among Iranian university students. For this reason the sample of 400 bachelor students (202 girls and 198 boys) were selected from various faculties of Tehran city Universities using random multi-stage cluster sampling. Research instrument was Multifaceted Assessment of Creativity questionnaire (Zhang and et al., 2011) in two forms of assessing school girls and boys. This instrument measures the extent to which people take into account the 6 resources of intelligence, knowledge, intellectual styles, personality, motivation, and environment for creativity through evaluating 30 hypothetical students. Results of step wise regression showed that predictor variables of intelligence, intellectual styles and environment can indicate 79 percent of changes in school judgment and variables of intelligence, motivation and intellectual styles can indicate 85 percent of changes in my judgment about students’ creativity. The remarkable point based on the results is that in predicting school judgment, environment variable and in predicting self-judgment, motivation variable is significant which its explanation are discussed in the article.

One of the most important factors of high-risk behaviors is cognitive emotion regulation strategies. Few studies have investigated the role of mediating variables. The present study aimed to provide a model for determining the role of cognitive emotion regulation strategies in high risk behaviors through perceived social support. Hence, using multistage cluster sampling, 224 students (93 female, 149 male) were selected from Tehran University. They were assessed by Youth Risk Behavior Survey Questionnaire (YRBQ, Amerian Center of Disease Control, 1989), cognitive emotion regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2001) and Multidimensional scale of Perceived social support (Zimet, Dahlem, Zimet & Farley, 1988). Results indicated the direct effect of adaptive cognitive strategies on family, maladaptive cognitive strategies on family and friends, as well as maladaptive cognitive strategies, family and friends on high-risk behaviors. Moreover, indirect effects of adaptive and maladaptive cognitive emotion regulation strategies on high-risk behaviors were mediated by the family factor. Therefore, the mediating role of perceived social support in relationship between cognitive emotion regulation strategies and high-risk behaviors was confirmed. Finally, the obtained model indicated an adequate fitness.

Gender is an important variable which its impact on personality and sensation seeking has been studied in various researches. In some cases the results were inconsistent, which can indicate the role of culture on these relationships. Hence, the present study with the aim of determining gender differences in five factor model of personality and sensation seeking in Tehran university students was performed. Sample of 177 undergraduate students (108 female and 69 male) were selected from University of Tehran using cluster sampling. The NEO-PI-R Questionnaire (Costa and McCrae, 1992) and Sensation Seeking Scale form V (Zuckerman, 1978) were used as instruments. According to the findings, significant difference in big five factors of personality was found between female and male students. Girls showed significantly higher scores on openness to experience and agreeableness compared with boys. Moreover, sensation seeking of boys was significantly different from girls (P

The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches with academic achievement. Hence, a sample of 332 students (176 female, 156 male) were selected from mathematics students of Tehran Universities, using multistage cluster sampling. To collect data two questionnaires of epistemological beliefs (EQ, Schommer, 1990) and the revised study process (R-SPQ-2F, Biggs, Kember and Leung, 2001) were used. Results indicated a direct effect of complex knowledge on both deep and surface learning approaches. Furthermore, deep and surface approaches mediated the effect of simple knowledge on academic achievement. Finally, the results showed that the model adequately fit the data.

In recent studies, love is considered as a primary psychological need. The purpose of present study was to investigate the relationships between big five factors of personality, attachment styles with loving styles based on the model of Heaven, Da Silva, Cary & Holen (2004). Hence, the sample of 395 undergraduate students (178 girls and 217 boys) was selected by multi-stage cluster sampling method from faculty of psychology and education, Kharazmi University. The instruments consisted of the NEO-PI-R Questionnaire (McCrae and Costa, 1992), attachment styles inventory (Collins and Read, 1990), and love attitude scale (Hendrich, Hendrick & Dicke, 1998). Results indicated that neuroticism had direct relationship with depend, close and anxious attachment styles, and indirect relationship with love style of storge. Extraversion had direct relationship with attachment styles of depend and close and indirect relationship with loving styles of storge, mania and agape. Moreover, dependent style showed direct relationships with storge, close style with mania and agape, and anxious style with eros, mania, and agape. Eventually, results indicated adequate fitness between model and data of this research.

Psychologists are extensively trying to identify predictors of high risk behaviors. One of the most important factors which influence high risk behaviors is attribution styles of individuals. Few studies have investigated the role of mediating variables in this relationship. The present study with the aim of providing a model to determine impact of attribution style with a mediating role of coping styles on high risk behaviors was performed. Hence, sample of 206 students (120 female, 86 male) were selected from Tehran University, using multistage cluster sampling. To collect data Youth Risk Behavior Survey Questionnaire (Center Disease Control, 1989), Attributional style questionnaire (Petersen, et al, 1982) and Coping inventory for stressful situations (Endler & Parker, 1990) were used. Results indicated direct effect of attribution style with taskoriented, emotion-oriented strategies and high-risk behavior, and indirect effect of attribution style with high-risk behaviors mediated by task-oriented strategy. Furthermore, task-oriented and avoidance-oriented strategies had direct effect on high-risk behaviors. Therefore the mediating role of coping strategies in the relation of attribution style and high-risk behaviors were confirmed. Eventually, the model adequately fit the data.

Although many educational programs aim to promote reflective thinking، there are few instruments for assessment and evaluation of it. The purpose of this study was to investigate psychometric properties of Persian form of Reflective Thinking Scale in order to prepare an applicable instrument for educational research. To do so exploratory and confirmatory factor analyses were used. A sample consisting of 332 students (176 female، 156 male) was selected from the State Universities of Tehran، using multistage cluster sampling. Results of exploratory factor analysis by using principal component analysis، led to four factors، namely habitual action، understanding، reflection، and critical reflective thinking which were similar to the results of research conducted in the primary culture. In order to determine validity and reliability of the scale، respectively confirmatory factor analysis and Cronbach’s alpha coefficient were used. Results of confirmatory factor analysis showed a good fit to the proposed four-factor structure. More- over، Cronbach’s alpha coefficient indicated that the scale has acceptable reliability. The results of the present study suggest that this scale can be used as a valid and reliable instrument in assessing students’ reflective thinking.

The purpose of this study was to identify current status of culture of thinking, need for cognition of teachers and students and their relationship between them in classrooms. Method of This research is descriptive, survey from correlation type. Statistical population include third grade to fifth grade classes of state elementary schools of Tehran. Using a multistage randomized cluster sampling, 52 schools were selected and in each school one class was observed using culture of thinking check list which made by the researchers. Moreover, 209 teachers and 1125 students of selected classes answered respectively to the Cacioppo, Petty & Kao (1984) of adult and Kokis, Macpherson, Toplak, West & Stanovich (2002) of children need for cognition scales. Results indicated mean of all thinking culture components, except modeling thinking, are significantly less than scale mean. Teachers’ need for cognition was at the average level and students’ need for cognition was significantly upper than average level. In addition, there is no significant relation between thinking culture components with teachers’ and students’ need for cognition. According to the importance of elementary school, policy makers and education planners should adopt measures for institutionalizing thinking culture and fostering thinking in students which are one of the most important goals of educational systems.

The purpose of this study was to compare sensation seeking and big five personality factors between internet dependent and non-dependent students. Hence, sample of 179 undergraduate students (109 female and 70 male) were selected from University of Tehran using cluster sampling and based on upper and lower limits, 29 students from internet dependent group and29 students from non-dependent group were investigated. Internet Addiction Test (IAT, Young, 1998), Sensation Seeking Scale form V (Zuckerman, 1978) and the NEO-PI-R Questionnaire (Costa and McCrae, 1992) were used as instruments. According to the findings, sensation seeking of internet dependents was significantly (P<0.001) different from non-dependents. Internet dependents showed significantly higher scores on subscales of thrill and adventure seeking (P<0.05), disinhibition and boredom susceptibility (P<0.001) compared with non-dependents.