جستجوی مقالات مرتبط با کلیدواژه « ویژگی های روان سنجی » در نشریات گروه « علوم انسانی »

Guilt emerges from a perceived difference between people's behavior and their internalized moral principles. Due to the multidimensionality of ethics, guilt can also appear in different ways. Despite this, there is no valid tool in Iran to measure people's tendency to experience different types of guilt.

The present study investigated the factor structure and psychometric properties of the Moral Orientation Guilt Scale (MOGS) in Iranian society.

This study constituted an applied research endeavor that employed a survey approach for data collection. The research statistical population included all Iranian adults who actively engaged in social networks including Instagram, WhatsApp, Telegram, and Eitaa, from April to May 2023. A total of 662 participants were recruited through the available sampling procedure and completed research tools, including the MOGS (Mancini et al., 2022), guilt and shame proneness scale (Cohen et al., 2011), moral disgust scale (Tybur et al., 2009), and callous-unemotional traits (Frick, 2004) through an online survey. Data were analyzed using confirmatory factor analysis, Pearson correlation coefficient, Cronbach's alpha, and test-retest coefficient via SPSS and AMOS software.

Confirmatory factor analysis confirmed the 4-factor structure of the questionnaire and showed that the model fit appropriately. The Pearson correlation coefficient between MOGS factors and other research questionnaires was positive or negative, depending on the type of scale, and significant (p< 0.01), which indicated the convergent validity of the scale. Also, the scale's internal consistency was calculated in the range of 0.65-0.84, and the test-retest coefficient of the factors (with a 2-week interval) was between 0.72–0.82, which showed that the scale has good reliability.

According to the findings, researchers can use this scale as a brief and reliable tool to evaluate people's tendency to experience different types of guilt in Iranian society.

Considering the significance of evaluating adolescent and family empowerment programs using appropriate measurements, the purpose of this study was to assess the psychometric properties of the Persian version of the self-report tool and parent and teacher reports of the Family Strengthening Program (ages 10-14). The present study was an applied research study when it came to purpose and used survey-descriptive methods to collect its data. The statistical population included the Iranian adolescents who were studying in the second elementary school (grades four, five and six). The sample consisted of 691 adolescents (331 boys, 360 girls) and 691 parents (334 fathers, 357 mothers), who were selected via cluster random sampling. The survey tools used to collect data were the Adolescent Person Survey Questionnaire, Parent / Guardian Survey Questionnaire, Ability and Problems Questionnaires (Teacher, Parent, and Adolescent versions), and School Quality of Life Scale. Moreover, exploratory and confirmatory analysis revealed a single factor for the Parents and Adolescents Questionnaire. Simultaneously, the validity of the instruments was acceptable. Therefore, it's fair to conclude that these tools possess appropriate psychometric properties to assess the family strengthening program.

This study aimed to develop a Persian version of the Perception of Educational and Career-Related Barriers Scale and examine its psychometric properties, including factor structure, validity, and reliability among students.
 
A sample of 453 undergraduate students from the University of Isfahan (287 females, 166 males) was randomly divided into two groups (n1 = 227, n2 = 226). The factor structure was examined through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). To assess divergent validity, the Career Path Competencies Questionnaire was utilized. Reliability was evaluated based on internal consistency and stability.
 
EFA identified three factors—career barriers, academic barriers, and environmental barriers. CFA indicated that a single second-order factor structure provided a better fit compared to the three first-order factors in the Iranian student sample. Invariance analysis showed no significant differences between male and female students concerning factor loadings, covariances, and residuals, supporting the model's measurement invariance across gender. The correlation with the Career Path Competencies Questionnaire supported divergent validity. The Cronbach's alpha coefficients were 0.93 for the entire scale and 0.90, 0.90, and 0.88 for the subscales of career barriers, academic barriers, and environmental barriers, respectively.
 
The Persian version of the Perception of Educational and Career-Related Barriers Scale is a valid and reliable tool for research in career guidance and counseling, demonstrating acceptable psychometric properties.

The purpose of the study was to development and validation of a Perceived Balance Scale for older adults. Two samples each consist of 300 subjects participated in the research. Data collected with Activities-specific Balance Confidence (ABC), Fall Self-Efficacy-International (FSE-I) form. The data were analyzed with exploratory factor analysis (EFA) and principal components with varimax rotation, confirmatory factor analysis (CFA) with structural equations modeling, Pearson correlation coefficient, and t-student test, and with SPSS-16 and LESREL softwares. Exploratory factor analysis resulted in extraction two factors “Simple Tasks” and “Hard Tasks”, explaining 76.92% and 5.66% of variances, respectively. Results of first rank of CFA indicated that measurement model of Perceived Balance Scale for Older Adults was relatively fit and all measures and parameters were significant. CFI, IFI, and TLI measures were above 0.95, indicating these measures were excellent. There were significant correlations between Perceived Balance Scale for Older Adults and ABC (r=0.91, P≤0.0001) and FES-I (r= -0.83, P≤0.0001), confirming convergent validity of the new scale. Results of t-student test indicated that perceived balance mean score of subjects without fall history in past year than with fall history counterparts was higher significantly. Interclass correlation coefficient confirmed test-retest reliability (P≤0.01). Internal consistency for total score with Cronbach,s Alpha was 0.88. These results confirm validity and reliability of “Perceived Balance Scale for Older Adults”.

Narcissism is a disorder that affects interpersonal relationships and experiences, cognition, inclinations, and emotions, and accurate and early diagnosis of this disorder is important for psychological interventions. Hence, several measurement tools have been developed for this purposeThe aim of the present study was to investigate the psychometric properties of the Sherman Short Form Factor narcissism scale (FFNI-SF). The sample consisted of 576 students of different educational levels of Allameh Tabataba’i, Tehran and Amirkabir Universities who completed FFNI-SF, Pathological Narcissism Inventory (PNI) and narcissistic personality Inventory (NPI). Data analysis was performed using psychometric indices such as internal consistency, test-retest reliability, convergent and construct validity. The results showed that the internal consistency index, Cronbach's alpha, was suitable for the whole questionnaire of 0.87 and for 15 subscales between 0.54 and 0.79. The test-retest reliability of the whole scale in three-week intervals was 0.88 and the test-retest coefficients of the test-retest subscales for 15 subscales were between 0.55 to 0.81, that was suitable. Also, the convergent validity of this questionnaire was significant due to the overall correlation coefficient of the score of this questionnaire with two questionnaires (PNI) and (NPI), respectively, equal to 0.52 and 0.53. The construct validity of this questionnaire, which was performed using confirmatory factor analysis (CFA), also showed a suitable and acceptable fitness of this questionnaire. In general, the results showed that this questionnaire has suitable validity and reliability. Therefore, the Iranian version of this FFNI-SF questionnaire can be used as a suitable tool by experts to assess narcissistic personality traits.

The present study aimed to investigate the validity and reliability of the Work Hope scale. The research method was descriptive and correlational. The research sample comprised the enrolled students of Isfahan University in the year 2021. Composed of 292 pupils (188 female and 104 male), the sample was compiled using a proportional stratified sampling method. For data collection, the Work Hope Scale and the General Self-Efficacy Questionnaire were used. AMOS-25 software was utilized to assess convergent validity and one-group and multi-group confirmatory factor analyses in order to ascertain the validity. The estimation of internal consistency was performed using SPSS-19 as a reliability indicator. The results of a one-group confirmatory factor analysis validated the measurement model in which objectives, agency, and pathway were considered as first-order factors and work optimism as a second-order factor. Multi-group confirmatory factor analysis examining the relationship between gender and measurement weights, structural covariance, and measurement residuals revealed no statistically significant differences between the two groups. A statistically significant correlation (r = 0.47, p < 0.01) was observed between overall self-efficacy and work aspiration. Furthermore, the estimated Cronbach's alpha coefficients for the objectives, agency, and pathway subscales were 0.90, 0.71, and 0.74, respectively, for the entire scale. The results of the measurement invariance tests indicated that the conceptual paradigm for comprehending the work hope constructs is identical among males and females, suggesting that this scale may be suitable for use with both genders.

In today's world, the Internet has become a very important and vital part of our lives. One of the harmful effects of excessive use of the Internet in relation to health is cyberchondria. This related to an increase in the level of anxiety or health distress, and in other words, it is a type of anxiety that leads to searching for health-related information online, and this causes an increase in the level of anxiety, worry and unnecessary expenses. The aim of this study was to investigate the Psychometric properties of the short form of Cyberchondria questionnaire.

The present study applied in terms of purpose and its method is descriptive and psychometric studies. The statistical population of the present study was students of public and private universities in Isfahan in 1398. For the present study, 566 students (344 females and 223 males) from Isfahan University students selected by stratified random sampling method using virtual self-examination questionnaires (McElroy and Shevlin, 2014) and health anxiety questionnaire. (Salkovskis and Warwick, 2002) responded. Research data analyzed using SPSS 23 and AMOS 22 software.

The findings showed that in the virtual Cyberchondria questionnaire measurement model, all factor loads including compulsion (0.714), distress (0.878), excessiveness (0.805), and reassurance (0.921) were significant. (P <0.001). In addition, the CVI coefficient for all items of the Cyberchondria questionnaire was higher than 0.9 and the intra-class correlation coefficient of the questionnaire resulting from its two implementation was equal to 0.971, which is at a safe distance and is higher than the acceptable value. The reliability obtained using Cronbach's alpha and halving coefficient for the whole questionnaire and all four dimensions is higher than 0.7. The findings also showed that there was a positive and significant relationship between Cyberchondria questionnaire and health anxiety (P <0.001) and the correlation coefficient of the two questionnaires was 0.782.

Health-related internet use, in the context of health anxiety is best conceptualized as health-related safety behavior maintained through intermittent reinforcement. In general, according to the results of validity and reliability, the virtual autopsy questionnaire can used in psychological research. Also, these results support the psychometric characteristics and validity of the virtual self-diagnosis questionnaire among the non-clinical sample, and it can be said that this questionnaire is approved in the Iranian sample and has psychometric characteristics and practical tools for diagnosis. It can also used in a short period of time due to the short length of the too

Various attempts have been made to classify dysfunctional personality traits. Among these, the classification of dark three traits has attracted much attention over the past decade in the areas of social psychology and personality. The aim of this study was to evaluate the validity and reliability of comparing the Dark Tetrad Personality in a group of students aged 13 to 18 years. The research was conducted in the form of a correlational research project. The statistical population consists of all students aged 13 to 18 years in Khorramabad city in the academic year of 2019-2020. The research sample was 300 students (150 girls and 150 boys) of Khorramabad city who were selected by multi-stage cluster sampling method. Exploratory and confirmatory factor analysis were used to analyze the data using SPSS-26 and AMOS-21 software. The results showed that there was a positive and significant relationship between the components of the Dark Tetrad Personality and the Dark Tetrad of Jones and Webster (P≥0.001). The results of the exploratory factor analysis identified three factors that together explain 40.72% of the dark triple variance of personality. The results of the confirmatory factor analysis confirmed 24 items in three factors. Cronbach's alpha was 0.79 for the whole Dark Tetrad Personality questionnaire and 0.803 for the Machiavellian subscales, 0.78 for narcissism, and 0.68 for psychopathy. The Dark Tetrad Personality scale of personality has desirable psychometric properties in the Iranian student community.

The aim of this study was to standardization and investigation of psychometric properties of the Persian version of Young Positive Schema Questionnaire in Iranian society.

The current research is practical from the point of view of the goal and from the point of view of the method of implementation, it is a descriptive-analytical study of the validation type. The statistical population of the research was all the people of Iranian society in the year 2022, who were selected by available sampling method. The statistical sample of the research was 311 people (including 206 women and 105 men) who answered the initial 95 questions of Young Positive Schema Questionnaire (Louis et al., 2018). In order to analyze the data, exploratory factor analysis, confirmatory factor analysis, retest method, Cronbach's alpha coefficient and divergent validity were used.

In this research, by performing exploratory factor analysis and using varimax rotation, 9 factors were identified, and the eigenvalue of each factor was higher than one. The remaining 50 items were used for confirmatory factor analysis, and in the end, the structural model of 9 factors was confirmed. Also, the divergent validity of this measure with the short form of Young Maladaptive Schema Questionnaire, was obtained -0.64. The reliability coefficient of this scale was calculated by Cronbach's alpha of 0.81 and by a retest method with a time interval of one month, 0.72.

The results of this research indicate that Young Positive Schema Questionnaire, with 9 main factors in 4 domains, has reliability and validity in Iranian society.

Deliberate Self-Harm (DSH) is the intentional destruction of healthy body tissue without the intent to commit suicide. Given the rapidly increasing prevalence of non-suicidal self-injury (NSSI) among adolescents, it is essential to conduct a systematic analysis of the risk and protective factors associated with these behaviors using tools that demonstrate validity and reliability. Therefore, the current study was conducted to analyze the psychometric properties of the abbreviated version of the Self-Harm Screening Inventory for adolescents.

In this survey study, 300 gifted adolescents were selected using the convenience sampling method. They completed the short version of the Self-Harm Screening Inventory for Adolescents (Kim et al., 2022), the Depression, Anxiety and Stress Scale (Lovibond & Lovibond, 1995), and the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985).

A confirmatory factor analysis supported the hypothesized one-factor structure. The one-factor model had a good fit. The SHSI also demonstrated good internal consistency (Cronbach's alpha = 0.89). Additionally, the Subjective Happiness Scale Inventory (SHSI) was positively correlated with the Depression, Anxiety, and Stress Scale, and negatively correlated with the Satisfaction with Life Scale. These correlations support the criterion validity of the abbreviated version of the Self-Harm Screening Inventory for adolescents.

The findings suggest that the SHSI is a reliable and valid tool for screening self-harm behaviors among adolescents.

In childhood, mood is one of the important factors underlying behavioral and emotional problems. The aim of the present study was to validate and standardize the Emotional Reactivity Index for assessing irritability by a therapist in Mashhad.

The research employed a survey methodology. The research's statistical population comprised 300 parents and male students aged 8 to 15 in Mashhad who were diagnosed with disruptive mood disorder and sought treatment at psychological and counseling clinics specializing in children and adolescents in the area. The participants were diagnosed with disruptive mood dysregulation disorder based on the clinical interview and the semi-structured diagnostic interview K-SADS-PL (2016) conducted by a clinical psychologist selected through convenience sampling. They also completed the clinical emotional reactivity questionnaire (irritability assessment).

In order to assess reliability using SPSS software, the internal consistency method was employed through Cronbach's alpha. To evaluate construct validity using Lisrel software, exploratory and confirmatory factor analyses were conducted. Convergent validity was assessed using the convergent validity index (AVE) method. The Cronbach's alpha values for the entire clinical assessment of emotional reactivity were 0.77, and for the subscales of mood outburst, irritable mood, and vulnerability, the values were 0.85, 0.63, and 0.72, respectively. The retest results yielded a value of 0.73. Came. The results of the confirmatory factor analysis also indicated that the 3-factor structure of the clinical evaluation scale for mood and irritability has a good fit. (NFI=0.92, NNFI=0.90, CFI=0.91, IFI=0.93, GFI=0.96, AGFI=0.93, RMSEA=0.059, df=127, X2=362.08, X2/df=2.85).

The research findings indicate that the Emotional Reactivity Clinical Evaluation Questionnaire is a suitable and valid tool for assessing disruptive mood disorder in children in Iran.

The undeniable necessity of understanding parental behaviors from a contextual perspective has encouraged various researchers to study the functional characteristics of parenting practices depending on the contexts such as academic learning, interaction with peers, and the daily life of children and adolescents. Therefore, this research study was conducted to analyze the factorial validity and psychometric properties of the Persian version of the Academic Parenting Scale. In this descriptive survey, 350 mothers were selected through accessible sampling method. They filled out the Academic Parenting Scale (Wang et al., 2022), Parenting Wisdom Scale (Boumpouli et al., 2022), and the Strength-based Parenting Scale (Jach et al., 2018). The results of the confirmatory factor analysis showed that the Academic Parenting Scale had good factorial validity with a four-factor structure consisting of parental warmth, parenting focused on behavioral control, parenting focused on psychological control, and parental support. Indices of 2χ, 2χ/df, CFI, GFI, AGFI, and RMSEA were equal to 904.66, 1.85, 0.93, 0.95, 0.93, and 0.05, respectively. In addition, the results concerning the correlation between the dimensions of academic parenting with strength-based parenting and different facets of parental wisdom supported the convergent validity of the Persian version of the Academic Parenting Scale. Moreover, the internal consistency coefficients of academic parenting subscales, including warmth, behavioral control, psychological control, and independence-encouraging parenting, were equal to 0.80, 0.79, 0.84, and 0.79, respectively. In sum, while defending the conceptual positions derived from the self-determination theory in the development of a contextual approach to parenting behaviors and expanding the frontier of theoretical knowledge in the field of emerging and contextual studies of educational parenting, this research study provided compelling evidence in preliminary support of the technical characteristics of validity and reliability of the Persian version of Academic Parenting Scale.

Ethical perspectives in moral psychology are used as a basis for understanding and measuring moral judgments. This construct can be used to predict and explain ethical decisions. Among the most fundamental and common views in the classification of moral perspectives is the utilitarian/deontological dichotomy. In this study, the Ethical Perspective Questionnaire (Survey of Ethical Theoretic Aptitudes) was investigated for its factorial structure and psychometric properties.               

the design of the study was applied in terms of purpose and descriptive-correlational in terms of methodology. In total, 245 (51 males) residents of Tehran, over 18 years of age, participated in the study and were selected via an online invitation. They then filled out an Ethical Perspectives Questionnaire. This study investigated the internal consistency of items, content validity (with the participation of experts in psychology and measurement), and construct validity (using confirmatory factor analysis). For the statistical analysis, SPSS-23 and AMOS-23 were used.

The results revealed that the internal consistency coefficient of the items was at an acceptable level (α = 0.78). Additionally, the content validity coefficient was in line with the criteria (CVR = 0.78). The results of confirmatory factor analysis also supported the 15-item single-factor scale.

The Persian version of the Ethical Perspectives Questionnaire has acceptable psychometric properties in the population of adults living in Tehran and can be used as an appropriate instrument to assess ethical perspectives in the studies of moral psychology.

The aim of the present research was to investigate of the psychometric properties of Empathy Questionnaire (EmQue) for hearing and deaf pre-school children.

This study was a descriptive research and psychometric type. Translation and translation-back was used to prepare the Persian version of EmQue. The statistical population of the study were educators of hearing and deaf pre-school children in Tehran city in 2020-2021 academic year. The sample consisted of two groups of 270 educators of pre-school children (160 and 110 educators of hearing and deaf children in each group, respectively) who were selected simple random sampling method. The viewpoints of 8 experts were obtained to evaluate the questionnaire’s face and content validity. The Lawashe method and the Waltz & Bausell method were used to calculate content validity index. Construct validity was analyzed using factor analysis. The reliability of scale was calculate using Cronbach’s alpha and test-retest.

The EmQue was translated into nineteen items and three subscales with a set of three answer choices for each item. Based on the results of exploratory factor analysis, three factors were extracted. The results of confirmatory factor analysis showed that the three-factor model had a good fitness and confirmed its construct validity. Content validity index was 0/94, 0/96, 0/93 and 0/94 for the EmQue and each of subscales of emotion contagion, attention to others’ feelings, and prosocial actions, respectively. The reliability for the EmQue and each of its subscales using Cronbach’s alpha was 0/93, 0/94, 0/90 and 0/92, respectively. Also, reliability was calculated by test-retest method was 0/92, 0/91, 0/88 and 0/89. The results of convergent and divergent validity between the EmQue through its simultaneous implementation with the Social-Emotional Assets and Resilience Scale (SEARS) and the Strengths and Difficulties Questionnaire (SDQ) reviewed, the correlation was a moderate to a strong and ranged from 0.47 to 0.74.

The EmQue is a valid and reliable tool and it can be used for assessing the empathy of hearing and deaf pre-school children in Iran.

Personal characteristics and abilities and reflecting on them, which is referred to as self-affirmation, can be the basis for increasing self-esteem, psychological and physiological well-being, academic progress and academic motivation of students. Therefore, the lack of a suitable tool to measure it in students, caused Harris et al. (2019) automatic self-verification measurement of translation and its psychometric characteristics to be investigated in this research. The current research is a descriptive research of the correlation type. The statistical population was all male students in the third grade of secondary schools in Ilam in the 2021-2022, of which 330 were selected by one-stage cluster random method. The obtained correlation was positive for convergent validity with the intrinsic motivation subscale of Harter (1980) (p<0.05) and negative for divergent validity with the depression, anxiety and stress questionnaire (DASS-21) of Lovibond and Lovibond (1995) (p<0.05). The obtained correlation was positive for convergent validity (p<0.05) and negative for divergent validity (p<0.05). In addition, the result of the study shows a desirable suitability of parameters. (RMSEA = 0.08, CFI = 0.944, GFI = 0.906, CMIN/DF= 3.21). The results of the factor analysis showed that the three factor model including abilities, values and social relations of this measure had the best fit with a suitable factor load (at least 0.70). The reliability of this measure was calculated using Cronbach's alpha method, whose coefficients were reported as 0.93 for the whole Measure, 0.85 for the first factor, 0.82 for the second factor and 0.87 for the third factor.

In the last few decades, sensation-seeking has been noticed as a complex, dynamic, and multidimensional personality trait that affects risky behaviors. The present study was conducted with the aim of evaluating the psychometric properties of Zuckerman's sensation seeking scale among undergraduate students. Among the undergraduate students of Damghan city 260 people were selected by following the inclusion and exclusion criteria using a multi-stage random cluster sampling method in May 2020. Then, they responded to Zuckerman's (1971) sensation seeking, Pintrich and DeGroot (1990) self-efficacy and McCloskey and Silzo (2015) academic procrastination scales in the same order. The results showed that the four-factor structure of sensitivity to monotony, experience-seeking, adventure, and disinhibition of Zuckerman's sensation-seeking scale had a favorable fit with the data and their internal consistency reliability ranged from 0.61 for adventure to 0.78 for sensitivity. Correlation coefficients of sensation seeking subscales with self-efficacy scale to estimate divergent validity indicated non-significant and negative values in line with hypothesis confirmation. The findings of the step-by-step multiple regression also showed that the components of sensitivity to monotony and adventure could explain 27% of the variance of academic procrastination. It seems that the results of the present study provide evidence for the validity and reliability of the sensation-seeking scale as a strong tool for measuring the risky and sensation-seeking behaviors of adolescents by researchers, therapists, and counselors.

Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions.

This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018).

The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis.

A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale.

As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students.

Life skills can be considered as a set of abilities that provide the ground for adaptation and positive and useful behavior. Therefore, due to the importance of addressing an important issue such as life skills in sports, the present study aimed to investigate the psychometric properties of the Persian version of the coaching life skills questionnaire in order to standardize this tool in the country. The present study is one of the applied researches and tool development which was field-based in terms of data collection and non-experimental in terms of controlling variables. For this purpose, 370 sports coaches in Tehran were randomly selected (available) and completed a questionnaire. After the translation-re-translation technique and confirmation of the face validity of the questionnaire by three experts, the initial review of the questionnaire was performed to eliminate minor problems. Confirmatory factor analysis based on structural equation model, internal consistency of the questionnaire, Bernbach's alpha coefficient and correlation coefficient using test-retest were used to determine the validity of the factor structure of the questionnaire. The results showed that the coaching life skills questionnaire in sports was approved. The questionnaire also had the indicators of absolute fitness, internal consistency and acceptable stability, which indicated good validity and reliability. The results showed that the selected references for measuring the components of coaching life skills in sports have the necessary validity and can well assess the life skills of coaching in sports..

Modesty is one of the personality and moral characteristics that affects the individual and social life of a person. The main purpose of this research is to create and standardization the questionnaire of modesty. The method of the current research is correlational; The statistical population of this research was all undergraduate and graduate students, and finally, 400 participants were included in the present study using available sampling method. In order to collect data, a 37-question questionnaire the researcher made Modesty was used. According to experts, the validity of this questionnaire was obtained based on Content Validity Index (CVI) and Content Validity Ratio (CVR) of 0.80 and 0.65, respectively. Also, Principal Axis Factoring (PAF) with varimax rotation, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), Cronbach's alpha coefficient were used to check the psychometric properties of the questions; The results showed that the 37-question questionnaire developed to measure modesty has 7 factors, which explains 58.304% of the total variance of the modesty structure. Each of the following 7 factors in the order of self-control (10/739), self-esteem (11/126), moral ideology (7/892), behavior according to social customs and norms (4/687), sexual chastity (334/334) 9), chastity in speech (5.499), and chastity in look (9.028) explains a significant amount of the total variance. Also, the internal stability of modesty components based on Cronbach's alpha and Macdonald's omega indices was higher than 0.7, which indicates the acceptable homogeneity of the components of the desired structure. Also, Cronbach's alpha coefficient for each of the sub-components, respectively, self-control (0.845), self-esteem (0.892), moral ideology (0.909), behavior in accordance with customs and social norms (0.809) ), sexual chastity (0.961), speech in chastity (0.718), and chastity in look (0.925) were obtained; Therefore, the built scale provides the ability to measure modesty and can be used in the measurements of personality and social issues.

The current study aims to develop and evaluate the psychometric properties of the Psychological Competencies Inventory. Leadership, grit, active listening, analytical thinking, persuasion, complex problem-solving, time management, creativity, distress tolerance, self-control, social perception, attention, achievement motivation, cooperation, learning strategies, critical thinking, negotiation, speaking skill, instructing and coaching, and decision making were all considered components of the psychological competencies construct. First, 10 items were generated for each component based on existing tools and scales; 302 participants then completed the inventory online. 114 items remained in the inventory after exploratory factor analysis with the primary axis factoring approach and promax rotation and elimination of weak items, and the required 20 factor structure was retrieved, and the items were loaded into the anticipated factors. However, confirmatory factor analysis revealed that the data had a poor match with the proposed 20-factor model, which cannot be validated using the current study's data. Finally, exploratory factor analysis of the primary factors revealed that these 20 competencies may be classified into four broad categories: educational, communication, self-management, and cognitive competencies. Therefore, the Psychological Competencies Inventory is a comprehensive and valid instrument that can be readily and rapidly implemented in organizations to identify training needs.