جستجوی مقالات مرتبط با کلیدواژه "روایی عاملی" در نشریات گروه "علوم تربیتی"

The aim of the present study was to investigate psychometric analysis of the Online Engagement Strategies Questionnaire. The method of study was descriptive and correlational. The statistical population was all students of Tehran universities in 1400, of which 371 students were selected as a sample use of convenience sampling method based on Klein (2010) proposal. In this correlation study, they completed the Online Engagement Strategies Questionnaire (Martin & Bolliger, 2018) and Student Course Engagement Questionnaire (Dixson, 2015). The exploratory factor analysis method and internal consistency were used to compute the Online Engagement Strategies Questionnaire's factorial validity and reliability, respectively. Also, in order to examine the convergent validity of the Online Engagement Strategies Questionnaire, we studied correlations between different dimensions of Online Engagement Strategies Questionnaire with Student Course Engagement Questionnaire. The results of principal component analysis (PC) and oblimin rotation replicated 4 factor structures: peer engagement, multimodal engagement, instructor engagement & self-directed engagement in the Iranian samples. Correlational analyses between Online Engagement Strategies Questionnaire's factors with Student Course Engagement Questionnaire's factors provided initial evidence for the Online Engagement Strategies Questionnaire convergent validity. Internal consistency for the Online Engagement Strategies Questionnaire's factors was desirable (a=0.87). These findings provide evidence for the validity and reliability of the Online Engagement Strategies Questionnaire as an instrument to identification & assessment the online engagement main strategies among Iranian students.

This study aimed to validate the Ardelt’s short form of wisdom scale ( 3D-WS-12). The statistical population included all student-teachers of Farhangian University-Shahid Hasheminejad Girls' Campus in Mashhad. According to Krejcie and Morgan’s sample size selection table, 311 teacher students were selected by the stratified proportional sampling method and responded to both short and long forms of Ardelt’s wisdom scale. Confirmatory factor analysis was used to determine the validity using LISREL software and Cronbach's alpha coefficient was used to evaluate the reliability. Confirmatory factor analysis showed that the factor structure of the scale is appropriate for measuring the three cognitive, affective and, reflective factors of the data. The correlation of this scale with the long form of wisdom scale showed that all three factors of short - form with high form factors have a high and significant correlation and both scales measure the same structures. The reliability coefficient of the test was 0. 72. Accordingly, the short form of wisdom scale has appropriate psychometric properties and can be used to measure the wisdom structure in student-teachers and also as a research tool.

The main purpose of the present study was to investigate psychometric properties of the Questionnaire of Teacher Interaction (QTI, Lourdusamy & Khine, 2001) among Iranian teachers. In this correlation study, 200 teachers (100 males, 100 female) completed the Questionnaire of Teacher Interaction (QTI). The confirmatory factor analysis method and internal consistency were used to compute the QTI's factorial validity and reliability, respectively. The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the QTI consisted leadership, helpful/friendly behavior, understanding, student responsibility and freedom, uncertain, dissatisfied, admonishing and strict behavior had acceptable fit to data in the Iranian teacher’s sample. Internal consistencies for the scales of Questionnaire of Teacher Interaction ranged from 0/55 to 0/70. In sum, these findings provide evidence for the validity and reliability of the QTI as an instrument to measure model of interpersonal relation behavior among Iranian teachers

he purpose of this study was to investigate the factor structure, validity and reliability of the Community of Inquiry framework survey instrument. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study was all students enrolled in the web-based courses in the academic year of 1395-1396, a sample of 271 students selected by convenience sampling from a number of universities offering Web-based courses at the master's level and responded to the Arbaugh et al (2008). Community of Inquiry framework survey instrument. The results of exploratory factor analysis by the principal components method, confirmed three cognitive, social and educational presence factors. To assess the reliability of the questionnaire, Cronbach's alpha coefficient was used and the confirmatory factor analysis was used to determine its validity. The results showed that the questionnaire had an acceptable internal consistency and the Cronbach's alpha coefficients were between 89. 8 and 5. 96. Also, for determining the factor validity, a confirmatory factor analysis was used which results showed that the questionnaire appropriately fit with data. All of the fittest's goodness indicators confirm the model. As a result, it can be said that the translated version of Community of Inquiry framework survey instrument among Iranian learners is acceptable.

The purpose of the present study was to investigate psychometric adequacy of the Perceived Emotional Intelligence Scale (PEIS, Brackett & Mayer, 2003) among Noor teachers. 203 teachers (104 male, 99 female) completed the PEIS and the Maslach Burnout Inventory (MBI, Maslach, Jackson & Leiter, 1996). The exploratory and confirmatory factor analysis methods and internal consistency were used to compute the PEIS's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the PEIS, we computed correlations between different dimensions of PEIS with MBI. The results of principal component analysis (PC) and varimax rotation replicated 5-factor structure of the social management, managing emotion (self), understanding emotion, use of Emotion & perceiving emotion in the Iranian sample. Goodness-of-fit indices of confirmatory factor analysis confirmed the 5 extracted factors. Correlational analyses between PEIS's factors with MBI's factors provided initial evidence for the PEIS convergent validity. Internal consistency for the PEIS's factors was desirable (a=0/60-0/90). In sum, these findings provide evidence for the validity and reliability of the PEIS as an instrument to measure of perceived emotional intelligence among Iranian teachers.

Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. Therefore, the main purpose of the present study was to investigate factorial validity of the Class-Related Emotion Scales (CRES) among Iranian university students.
400 university students (240 male, 160 female) completed the Class-Related Emotion Scales. The confirmatory factor analysis method and internal consistency were used to compute the CRES's factorial validity and reliability, respectively.
The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the CRES consisted enjoyment, hope, pride, anger, anxiety, shame, hopelessness and boredom had acceptable fit to data in the Iranian sample. The results of the confirmatory factor analysis by replication multidimensional factorial structure of the Farsi version of the CRES consisted of 8 scales measuring enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom during class indicated that the scales were internally valid. Internal consistencies for the scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class were 0.93, 0.92, 0.89, 0.89, 0.89, 0.91, 0.93 and 0.95, respectively.
In sum, on the one hand, the results provide further support for the control-value theory and on the other hand, these findings provide evidence for the validity and reliability of the AEQ as an instrument to measure of achievement emotions among Iranian university students.

T he main purpose of the present study was to investigate psychometric properties of the School/University Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009) among Iranian students. 322 university students (166 male, 156 female) completed the SBI and the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012). The exploratory and confirmatory factor analysis methods and internal consistency were used to compute the SBI's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the SBI, we computed correlations between total score of MSPSS and it's subscales with school engagement. The results of principal component analysis (PC) and varimax rotation replicated 3-factor structure of exhaustion at schoolwork, cynicism toward the meaning of school and sense of inadequacy at school in the Iranian sample. Goodness-of-fit indices of confirmatory factor analysis confirmed the 3 extracted factors. Internal consistency for the total score of SBI and its subscale consisted of exhaustion; cynicism and inadequacy were 0/91, 0/85, 0/84 and 0/89 respectively. In sum, these findings provide evidence for the validity and reliability of the SBI as a instrument to measure of school burnout among Iranian university students.

Aims:Thepresent research aimed to evaluate the factor validity of Motivated Strategies for Learning Questionnaire (MSLQ) in a group of Iranian students.
The population included all third-grade students who were studying Humanities in Tehran. Using multi-stage cluster sampling, a total number of 337 students (176 females and 144 males) were selected and answered the MSLQ. In order to determine the factor validity and internal consistency of the Questionnaire, confirmatory factor analysis and Cronbach's alpha coefficient were used respectively.
Findings: Confirmatory factor analysis showed that the factor structure of the questionnaire was appropriate to measure intrinsic goal orientation, extrinsic goal orientation, task value, control of learning reliefs, self-efficacy for learning and performance, test anxiety, rehearsal, elaboration, organization, critical thinking, meta-cognitive self-regulation, time and study environment, effort regulation, peer learning, and help seeking which could empirically support the internal validity. In addition, the internal consistency coefficient for the questionnairesubscales was reported as 0/78 to 0/91.
providing some evidencesfor supporting the theory of self-regulated learning, findings of the research showed that the MSLQ possessedgood psychometric propertiesand consequently can be used as a diagnostic and research instrumentfor measuring the cognitive and metacognitive strategiesin Iranian sample.

The present study aims to investigate the factorial validity and reliability of a “students’ perceptions of classroom activities questionnaire” made by Gentry, Gable and Rizza (2002). In this regard, the students’ perceptions of classroom activities questionnaire was carried out on 360 students (252 girls and 108 boys) who were selected through stratified sampling method from among the students of the Faculty of Humanities at Islamic Azad University of Quchan. In order to assess the questionnaire reliability, Cronbach's alpha coefficient was used, and to determine the factorial validity, exploratory and confirmatory factor analysis was applied. In line with the results obtained by Gentry, Gable and Rizza (2002) and Karshky, et al. (2009, 2011), the present study showed that this questionnaire has acceptable internal consistency and Cronbach's alpha coefficient of the test is 0.901 and for the subtests, it is between 0.662 and 0.91. Also, the results of exploratory and confirmatory factor analysis indicate that the questionnaire structure has acceptable fit to the data and all the goodness of fit indices confirm the model (AGFI= 0.85, GFI= 0.90, RMSEA= 0.056, RMR= 0.07, CFI= 0.91). So, this questionnaire can be a useful tool for assessing students’ perceptions of classroom activities.

Health promotion lifestyle is a multidimensional pattern of self-initiated actions and perceptions that serve to maintain and enhance the level of wellness, self-actualization and fulfillment of the individual.
The main purpose of the present study was to investigate psychometric properties of the Health-Promoting Lifestyle Profile-II (HPLP-II, Walker, Sechrist & Pender, 1995) among Iranian university students.
324 university students (130 male, 194 female) completed the HPLP-II and the Emotional Adjustment Measure (EAM, Rubio, Aguado, Hontangas & Hernandez, 2007). The confirmatory factor analysis method and internal consistency were used to compute the HPLP-II's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the HPLP-II, we computed correlations between different dimensions of HPLP-II with emotional adjustment.
The results of confirmatory factor analysis indicated that 6-factor structure of the HPLP-II consisted health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations and stress management had good fit to data in the Iranian sample. Correlational analyses between different dimensions of HPLP-II with emotional adjustment provided initial evidence for the PSRS convergent validity. Cronbach’s α Coefficients ranged from 0/56 to 0/80 for six dimensions.
In sum, these findings provide evidence for the validity and reliability of the HPLP-II as an instrument to measure of health lifestyle among Iranian university students.

The main focus of this study is investigating the factorial validity of the comprehensive version of the Achievement Emotions Questionnaire (AEQ; Pekrun, Goetz & Perry, 2005) among Iranian students. In this correlation study, 317 undergraduate students (141 male, 176 female) responded to the original version of Achievement Emotions Questionnaire. To compute the factorial validity and internal consistency of AEQ, the confirmatory factor analysis method and coefficient alpha were used, respectively. The results of the confirmatory factor analysis (Pekrun et. al., 2011) by replicating higher order factorial structure of Farsi version of the Achievement Emotions Questionnaire consisted of 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during different educational situations in class, learning and taking tests supported internal validity of AEQ empirically. Moreover, internal consistency coefficients of multi-scale in different situations were 0.74 to 0.87. The results of this study provided further support for the control-value of achievement emotions theory. Furthermore these results showed that the AEQ is a valid and reliable instrument for measuring achievement emotions among Iranian university student sample.

The issue of achievement or non-achievement in the realm of education is an important concern in education systems of all societies. Students and university students’ education achievement is indicative of the extent that the education system has been in setting the goals and satisfying individual demands. Education resilience is an individual variable influencing education achievement. The present research aims to study the factor reliability and validity of the academic resilience inventory, constructed by Samuels (2004). Two sample populations were involved in this study. The first sample included 300 male and female subjects randomly selected from among public high school students in the city of Boukan, Iran. The second one included 319 male and female subjects who were selected from among Allameh Tabataba’i University students, using cluster sampling method. Cronbach’s alpha coefficient was used to examine reliability of the questionnaire, and exploratory factor analysis, including principal component analysis and confirmatory factor analysis, was performed to confirm factor validity. The evaluation of the first analysis scree plot was indicative of a three-factor solution. Then, to obtain the three-factor structure, the principal component analysis was performed through the varimax rotation. 11 questions were eliminated because they had a factorial load below 0.3, or had significant value or equal load on more than one factor. Finally, the analysis was performed on the remaining 29 questions. These three factors were named according to their comprising content with the following names: communication skills, future orientation, problem-oriented approach, and optimistic orientation. Cronbach’s alpha coefficient for the subscales ranged from 0.63 to 0.77 in the high school students sample and ranged from 0.62 to 0.76 in the university students sample. This shows that reliability of the three-factor model is at an acceptable level.

The present research aims to study the factor structure, reliability, and validity of the Successful Intelligence Scale. Using the multi-stage cluster sampling method, 500 (including 175 female and 325 male) subjects were selected from among public school students in Karaj. The exploratory factor analysis was performed using the principal component method. The results confirmed three factors of successful intelligence (i.e. analytical, creative, and practical intelligence) as well as the principal factor. Reliability of the scale items was examined using Cronbach’s alpha coefficient, and its validity was investigated using factor analysis. Internal consistency of the questionnaire was acceptable, and the Cronbach’s alpha for the subscales was between 0.74 and 0.81. Also, the confirmatory factor analysis results confirmed that the structure of the scale had an acceptable fit to the data, and that the goodness-of-fit index for the model was observed. The results of confirmatory factor analysis were almost close to that of studies done in the original cultural context. Validity and reliability of the scale were also close to that of previous researches. Considering the desirable psychometric property, therefore, this scale is an appropriate instrument for measuring the students’ successful intelligence.

The present study tries to investigate psychometric characteristics of attachment to school questionnaire. To do this, a random sample of 380 high school students, both female and male, was selected. Cronbach alpha was used to determine the reliability and exploratory and confirmatory factor analysis were carried out to determine the validity. The results show that the questionnaires has an acceptable internal consistency, the same as Mouton, et al.(1996). Factor analysis results also show that the questionnaire has fitting with the data. All Goodness of Fit Indices confirm the model. The questionnaire is consequently an effective instrument to study attachment to school.

Outcome expectations refer to an important point according to which behavior is a result of people’s expectations about achieving a specific outcome and the value they attach to that outcome. Therefore, it is an important factor in education. Introducing appropriate tools to assess these variables and to demonstrate their critical role in the field of education is essential. The purpose of the present study was to examine the factor structure, reliability, and validity of students’ outcome expectancy scale. To achieve this end, 414 undergraduate students (248 girls and 166 boys) of State, Azad, and Payame Noor Universities of Yazd were selected by multistage cluster sampling and measured by the Outcome Expectancy Scale. The results of exploratory factor analysis and principal component analysis confirmed four factors (future orientation, job satisfaction, personal expectations, and self-confidence) in addition to the general factor of students’ outcome expectations. Cronbach's alpha coefficient was used to assess the reliability and confirmatory factor analysis was used to assess the factorial validity of the scale. The results showed that the scale had an acceptable internal consistency. Cronbach's alpha coefficients for its subscale ranged from 0.65 to 0.79. Moreover, the results of the confirmatory factor analysis revealed that the structure of the scale had an acceptable fit to the data and all the goodness-of-fit indices confirmed the model. Discussion and The results of the factor analysis and the reliability and validity coefficients were almost similar to the previous researches conducted in the main culture. Considering its good psychometric properties, the scale is a useful tool for determining student's outcome expectancy.

This study has investigated the validity and reliability of the School Attachment Questionnaire (SAQ). 380 high school students in Mashhad were completed the SAQ. Using Cronbach's Alpha for reliability and exploratory and confirmatory factor analysis, results showed that, the SAQ has appropriate internal consistency and a range of Alpha for the subscales in 0/80 to 0/83. Also, the results of exploratory and confirmatory factor analysis and the Goodness of fitness Indexes, demonstrate the structure of SAQ. So, this instrument is a good questionnaire for evaluating the student's attachment to school.

The Purpose of the present study was to examine the psychometric properties of perception of classroom questionnaire, developed by Fraser, Fisher, and McRobbies (1996). 830 high school students in Tehran city were randomly selected to participate in the study. Cronbach Alpha coefficient and factor analysis were used to determine the psychometric properties of the questionnaire. The results were coherent with Fraser, Fisher and McRobbies (1996) and Dorman (2009) revealed that the questionnaire have an acceptable consistency. Cronbach Alpha coefficients for subscales were between 0/79 to 0/90. Meanwhile, the results of the exploratory and confirmatory factor analysis revealed that the structure of the questionnaire have an acceptable fit to the data. Further, the questionnaire is a valid and reliable instrument to measure student's perception of classroom.

The Purpose of the present study was to examine the validity and factor analysis reliability of Pekrun's achievement emotions questionnaire (2002). 600 Tehran high school students were randomly selected to participate in this study. Cronbach alpha coefficient and factor analysis were used to determine the psychometric properties of the questionnaire. The results were in line with Pekrun (2002) and revealed that the questionnaire has an acceptable consistency. Cronbach alpha coefficients for its subscales were between 0/74 to 0/86. Meanwhile, the results of the confirmatory factor analysis revealed that the structure of the questionnaire has an acceptable fit to the data. So; the questionnaire is a valid and reliable instrument to measure student's achievement emotions.