جستجوی مقالات مرتبط با کلیدواژه "scale" در نشریات گروه "علوم تربیتی"

To measure the professional identity of teachers one needs to construct an instrument that is valid and reliable. To this end, based on the theoretical definition of professional identity, its constituents were initially derived, based on which a 34-item questionnaire was constructed. The validity of the instrument was confirmed by the experts, while its internal consistency was measured to be 0.94. To collect data a cluster sample of 217 elementary school teachers from among all 501 such teachers in the city of Yasuj was selected. Factor analyses of the collected data lead to identification of 8 constituents and removal of 4 of the items. The identified constituents are as follow: professional, socio-cultural, artistic, field related, economic, attitudinal, personal, and political.

The Sources of Counseling Self-Efficacy Scale, Malaysia (SCSE-M) is a self-report scale that measures self-efficacy with a focus on how counselors work with 25 items; however, this scale has not been investigated and psychometrically evaluated in Iranian society. The aim of the current study was, in the first step, to translate this scale from English to Persian and then to determine its psychometric properties in Iranian samples. The survey sample consisted of 297 of his 1400 Tehran city counselors, selected in a Convenience non-random sampling, and they responded to the research tools including Counseling Self-Efficacy Scale (2020), General Self-Efficacy Scale (1995), Deiner Flourishing Scale (2010), and Counselors Self-Efficacy Scale (2009). The data were analyzed using confirmatory factor analysis. According to the findings, face validity, content, and structure showed the appropriate validity and reliability of this tool. We used the combined reliability and Cronbach's alpha coefficient to assess the reliability and internal consistency of the Counselor Self-Efficacy Resource Scale, and the results showed that this scale has good internal consistency and composite reliability. Finally, the analysis of the correlation matrix related to the variables of the study showed that the Counseling Self-Efficacy Resource Scale had a positive and significant correlation with the general self-efficacy scale (GSE-10), Deiner Flourishing Scale, Counselors Self-Efficacy Scale, age and activity experience (p<0.01). The results of the present study demonstrated that this scale has favorable statistical properties in Iranian samples and can be reliably used in Iranian samples to assess self-efficacy in counseling.

Values are guide for attitudes in life and are the main motivators of behavior. The aim of this study was to investigate the psychometric properties of the Persian version of the Ethical Values questionnaire. In this study, 300 Iranian students participated through an online call. The instruments were the Persian version of the Ethical Values Assessment questionnaire (Padilla & Jensen., 2016), Flourishing scale (Diner, 2010) and Professional Ethics (Cadozier, 2002). The results of face, content and structure validity analysis showed the optimal validity of the scale. Findings from factor analysis confirmed the 3D factors of the scale. The model fit indices were in good condition. Cronbach's alpha coefficient for the whole scale was 0.85 and for the dimensions of autonomy, Community and divinity were 0.77, 0.65 and 0.91, respectively. The convergence of the ethical values score with the professional ethics and flourishing score was confirmed. Based on the findings, the psychometric properties of the Ethical Values Scale in Iranian society are appropriate and its use in psychometric evaluations and research is recommended.

The Grief Mean Scale (GMRI) is a five-item scale designed to measure post- grief meaning. This scale has been used and validated by Niemeyer and Millman (2014). However, this scale has not yet been studied in Iranian society and has not been psychometric. The purpose of the present study in the first stage was to translate this scale from English to Persian and then to determine its psychometric properties in the Iranian sample. The research sample consisted of 215 people who were randomly selected and responded to the research tool. Based on the findings, face validity, content and structure showed the validity and reliability of this tool. Convergent validity (AVE> 0.50) was also determined and confirmed for this questionnaire. The internal consistency reliability of the grief meaning scale was assessed using the combined reliability and Cronbach's alpha coefficient and the alpha between 0.77 and 0.86 confirmed the reliability of the dimensions of this scale. In addition, the correlation results related to the study variables showed that the scale of grief meaning scale has a significant correlation with the scale of grief experience (p <0.01). Overall, the results of the present study showed that this scale has a desirable statistical feature in the Iranian sample and especially it can be used with confidence in the Iranian sample..

The aim of the present study was to develop and validate a scale model to measure some of the most intrinsic spiritual and soul pathogenics constructs. For methodology of this research, testing and assessment were employed. On this basis, 56 questions were develpoed to cover 14 constructs. Face and content validity was established by means of surveying 18 experts to rate each question. Then, 607 participants were asked to complete the scale. Data were analyzed using Confirmatory Factor Analysis methods as well as measuring Chronbach's Alpha Coefficient and Pearson Correlations Coefficient. Confirmatory Factor Analysis confirmed the appropriateness of all determined factors in questionnaire except 2 questions whose factor coefficient was not meaningful and were removed from the model. In addition, validity of the scale correlation was analyzed by concurrently measuring it with Spiritual Attitudes scale (-0/39) and Millon Clinical Multiaxial Inventory(0/58). Internal reliability of the scale was measured via Chronbach's Alpha Coefficient which was obtained ranging from 0/45 to 0/90 for all questions as well as each individual construct. Test retest reliability was found to be 0/72 after an interval of seven weeks. Based on the findings, it is concluded that the scale of spiritual and soul pathogenics constructs may be considered a reliable and valid scale for Iranian population.

The topic of this essay is to present a scale of spiritual health based on Islamic sources. The method of qualitative content analysis of verses and narrations and some other Islamic texts and sources is with the semantics approach, and of course, the opinions of experts have also been received from the method of checking content validity using CVI and CVR. According to the semantic approach and semantic analysis of about one hundred Quranic words related to spiritual health, four concepts of cultivation, good life, piety and peace (a healthy heart) were finally obtained as the main components of spiritual health. To build a spiritual health scale according to the arguments in the text of the article, the focus of the search was focused on the word "piety" and in the four dimensions of piety in relation to God (seeking),

This study aimed to develop and investigate the factor structure of the academic imposter scale among nursing students. The research method was descriptive correlational research that the statistical population consisted of all students of Kurdistan University of Medical Sciences who were selected using a simple random sampling method. Based on G*power the software A sample size was randomly selected as 220 students of the paramedical school. To collect information, theoretical and empirical sources were used to plan the initial design of educational pretension and after a researcher-made tool based on practical and experimental foundations, which included 39 questions. SPSS and AMOS with psychometric and confirmative analysis methods were used to analyze the data. The results of analyzing theoretical and empirical basics associated with academic imposter 39 markers about an academic imposter in 5 main components of disability, external control, and family support, the expectations of others, felt deception and felt guilty. The result in statistical analysis of the confirmatory factor analysis showed that the RMSEA was confirmed by 0.068 and ultimately proved that the tool with five final components based on quantitative results. Finally, based on the results obtained in this study and the consistency of these results, with theoretical and empirical foundations, the conclusion is that educational instruments in this study can use to detect individuals with the academic imposter and relate to other variables affecting academic performance Use.

Hope is one of the most important elements of psychotherapy and is essential for the effectiveness of treatment. The aim of this study was to evaluate the psychometric properties of the Therapist Hope for Clients Scale in an Iranian sample. In this study, 310 counselors and psychologists participated through an online call. The instruments were the therapists' Hope for Clients Scale (THCS), State Hope Scale and Flourishing Scale. The construct validity was evaluated using confirmatory factor analysis. Confirmatory factor analysis showed optimal goodness of fit indices and supported the three domains of the THCS measure in the present sample. The correlation between the THCS and its three dimensions, the flourishing Scale and the Hope Scale provides convergent validity for the three THCS scales. The Cronbach's alpha values was appropriate for the scale and its dimensions. The results of the analysis showed that the THCS has appropriate validity and reliability for assessing therapists' hope and can be used among the Iranian counselors and psychologists.

The present study aimed to develop and validate the evaluation of a course scale for humanity courses for universities. In the present study, an exploratory mixed-methods approach was used. The qualitative case study method was used in the qualitative part of the study. The research population included curriculum experts in the field of evaluation. The data was collected through a semi-structured interview, which was conducted with 20 people using the purposeful sampling approach and focal person's method. The thematic analysis method was employed in the qualitative section to analyze the data. A descriptive survey method was used in the quantitative section of the study. The statistical population, including 360 people, was a small part of university undergraduate students selected through the multi-stage cluster sampling method. In the quantitative part, confirmatory factor analysis was employed to analyze the data. The findings of the qualitative section indicated that the evaluation of a course scale consists of seven main categories, including goals (with ten components), content (with 12 components), teaching-learning methods (with 14 components), evaluation (with ten components), teaching and learning activities (with ten components), learning environment (with nine components), and time (with eight components). The quantitative section also revealed that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the category and related items correctly measure the evaluation of a course model. To sum up, it can be stated that the scale designed in seven main categories and 73 components is a valid and reliable scale for evaluating humanities courses in universities, which can be the basis for policy-making and revision in the curriculum of courses and evaluation of courses by Students.

The aim of this study is to investigate the status of faculty members in the evaluation of curricula of top universities in the country and the world in order to design a scale for evaluating the valid curriculum for faculty members. This research has a mixed method of exploratory-sequential type in the form of tool design. The statistical population consisted of four groups of curriculum development experts and faculty members from top universities, officials of study centers of top public universities, officials of the Ministry of Science and Documents of selected universities of the world. The sampling process was conducted through purposeful method and the data collection tools were a semi-organized interview, document analysis and a curriculum evaluation scale. The findings revealed that top universities around the world use the ideas from all internal and external stakeholders such as faculty members, students, alumni and employers in the curriculum evaluation process. in Iranian universities, internal and external stakeholders are limited in their ability to evaluate curricula, and faculty members are more likely to participate in the evaluation of academic curricula than other groups, depending on the context in which they are offered. Finally a scale of eight validated domains with 60 items and 6 open-ended questions is developed and presented for curriculum evaluation based on the perspectives of university faculty members.

The classroom, as the smallest formal unit in the educational system, is changing due to social and educational changes. Classroom management is a key variable and an important indicator in educational systems for a teacher's success. Achieving educational goals requires attention to change and the application of efficient and effective management style in classroom management. Classroom management as the first level of educational management plays a key role in shaping the structure of education and the teaching process. Classroom management is a rotational process in which the teacher first designs and plans, organizes, commands, coordinates and controls, guides and leads, executes, evaluates during the performance and final evaluation in setting goals with the participation of students in the management process. Activities performed for effective learning and emotional health and conflict management of students in the classroom. Classroom management is one of the most common and important issues and problems in the classroom and in fact the main enemy in becoming a successful teacher that many teachers face before and even while serving. Lack of proper classroom management disrupts learning and loses time for students' educational activities and causes more stress to the teacher. The best style in the classroom is a style that can make the atmosphere of the classroom desirable and continuous, and ultimately provide an opportunity for more growth and learning. Achieving educational goals requires paying attention to changing and applying an efficient and effective management style in the classroom. Therefore, transformational classroom management can be effective as a new approach in this field. Therefore, creating and maintaining an effective classroom management program is crucial in creating safe learning environments that ultimately lead to academic achievement and success for all students. Classroom management is the cornerstone of a quality education because of its effects on the classroom environment and the mental and physical well-being of teachers and students. With proper classroom management, teachers can use new teaching methods (student-centered and participatory teaching methods) to improve teaching efficiency, enhance learning and solve students' behavioral problems, and effectively control the classroom. Therefore, identifying the components of transformational classroom management is of particular importance. For this purpose, the present study aims to construct and validate the Transformation Classroom Management Questionnaire in schools to answer the following 3 questions: What are the components of the Transformation Classroom Management Questionnaire? Does the questionnaire have the necessary reliability? And does the questionnaire have the necessary validity? Developing a valid tool for measuring transformational classroom management can not only help students learn and effective interpersonal communication between teacher and student, but also help education system policymakers to respond effectively to effective classroom management for teachers and students with proper planning. The research method was the survey (factor analysis). The statistical population of the study was all primary school teachers in Isfahan in 1399. Based on the Cochran sample size determination formula, 240 people were selected by random sampling based on inclusion and exclusion criteria. The research tool was a researcher-made questionnaire that was prepared based on books and articles related to classroom management. This questionnaire consists of 26 items according to the 5-point Likert scale (from very low = 1, low = 2, medium = 3, high = 4 and very high = 5). The validity of the questionnaire (in terms of construct validity) and its reliability (in terms of Cronbach's alpha and combined reliability) were determined after confirmatory factor analysis. Statistical analysis of data using Bartlett sample size adequacy (KMO) tests; exploratory factor analysis, structural equations (second-order factor analysis) and Cronbach's alpha were performed using Smart-PLS3 software. Validity and reliability criteria have been used to fit the scale of measuring the components of transformational class management. Content validity, convergent validity and differential validity have been used to assess validity and Cronbach's alpha and combined reliability have been used to assess the reliability of the scale. Exploratory factor analysis has been used to identify the underlying components of the Transformation Class Management Scale to determine the relationship of each item to the relevant components. Initially, Bartlett sphericity test and KMO index were used to validate the data correlation matrix and sampling adequacy. The cut-off point of the KMO index for "sampling adequacy" is 0.7.For content validity, the final version of the questionnaire was provided to ten educational science professionals and experienced teachers to evaluate the content of the items. They were asked to rate each scale in terms of its relationship to the main structure on a four-point scale: 1- unrelated, 2- somewhat relevant, 3- quite relevant, 4- very relevant. Next, the CVI value for each item was calculated by dividing the number of people who scored 3 or 4 by their total number. Finally, items ranging from 0.8 to 1 were selected to measure the evolutionary class management scale. Also, the total average for 26 items was 0.93, which indicated that the content validity of the Transformation Class Management Scale was acceptable.In the present study, convergent validity and differential validity were used to evaluate the validity of the Transformation Class Management Scale. Convergent validity was calculated using the mean variance (AVE) criterion and differential validity was calculated using the Fornell-Larker criterion. Cronbach's alpha and combined reliability were also used to evaluate the reliabilityThe results showed that the five components as dimensions of transformative classroom management are: "Participatory learning"; "Applying motivational strategies"; "Promoting the Psychology of Success"; "Facilitating style" and "Class dynamics". Convergent validity evaluation showed that the mean variance extracted for the components of Participatory learning (0.52), Application of motivational strategies (0.61), Promotion of success psychology (0.51), Facilitator style (0.66) and Class dynamics (0.75) was higher than 0.50 And has been approved. Also, the results related to reliability indicate that the evolutionary management scale in terms of Cronbach's alpha and combined reliability was higher than 0.70. In general, according to the results of the present study, this questionnaire had appropriate reliability and validity and was used as a reliable and valid tool in the education system in in-service training courses for teachers and the curriculum of teacher training centers.

The present study examined psychometric properties of a 20-item Spiritual/Religious Perfectionism Scale (SRPS-20) in adult students. The aim of the study was developmental-applied and the method of gathering data was field research. The statistical population of the study 1 consisted of adult students, both under graduated and graduated, from the University of Tehran in the academic year of 2018-2019. The statistical population of the study 2 consisted of adults from general population living in Tehran in the years of 2018 and 2019. Factor structure of the SRPS-20 investigated using exploratory factor analyses in study 1 (368 university students) as well as using confirmatory factor analyses in study 2 (384 community adults). Convergent and discriminant validity of the SRPS-20 were examined through its correlations with measures of ego strength, mental health, and positive/negative affects in the 2 studies based on Ego Strength Scale (Besharat, 2016), Mental Health Inventory (Veit & Ware, 1983), and Positive and Negative Affects Schedule (Watson, Clarke & Tellegen, 1988), respectively. Internal consistency and test-retest reliability of the SRPS-20 were also investigated in the 2 studies. The results of both exploratory and confirmatory factor analyses supported a general factor structure for the SRPS-20. The convergent and discriminant validity of the SRPS-20 were supported by an expected pattern of correlations between the scale and the measures of ego strength, psychological well-being, psychological distress, and positive and negative affects. Based on the preliminary evidence provided by the present study it can be concluded that the SRPS-20 is a reliable and valid scale to measure spiritual/religious perfectionism.

Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools

Improving the curriculum of academic disciplines requires to consider the perspectives and needs of the curriculum constituencies. The purpose of this study was to investigate the role of graduates in evaluating the curricula of the top universities in Iran and the world in order to design a specific curriculum evaluation scale for graduates. A mixed sequential -exploratory research in the form of instrument design was chosen for this study. Statistical population consisted of six groups. The first group included faculty members and curriculum experts at top universities, the second group was officials of educational planning centers at top universities and the third group was relevant officials in the Ministry of Science, Research and Technology from which a total of 30 people were interviewed. The fourth group consisted of the worldchr('39')s selected universities, the fifth group included masterchr('39')s degree program instructors in some humanities disciplines at top universities, and the sixth group consisted of 30 employed graduates. Data collection tool was semi-structured interview, documents analysis, and specific graduate- researcher-made scale. The validity of the interview questions was content-based that used the opinions of ten academic experts. The reliability of the interview data was done through re-implementation of the interviews and the use of peer group as well as the validity of the graduate scale in terms of contents and validation using Lawshe coefficient. The internal correlation of variables was estimated through Cronbachchr('39')s alpha. The findings showed that the worldchr('39')s leading universities use the views of all constituencies such as faculty members, students, graduates and employers to improve and revise curricula. In comparison, in Iranian universities, graduates, except in exceptional cases, do not participate much in the evaluation of curricula, and even experts consider the importance and necessity of graduate participation lower than other constituencies. Using the obtained data, a scale with 62 phrases and 7 open-ended questions was developed to evaluate the curriculum from the perspective of graduates.

Creating, continuing and advancing a career in today's world requires different skills than before. Intrapreneurial self- capital meta construct is one of the skills that is not only effective in helping a person in her/his career, but also plays a significant role in self-management of the career. The aim of this study was to evaluate the psychometric properties of the Intrapreneurial self-capital scale and evaluate the concurrent criterion validity the career decision difficulties questionnaire (Gati, Krausz & Osipow, 1996) and the career decision making self-efficacy scale (Betz and Taylor, 2000). The research population included all undergraduate students of Hazrat-e Masoumeh University in the academic year 2019. From this population, 185 students volunteered to participate and the scale was provided to them. Data were analyzed with Pearson correlation and confirmatory factor analysis. The results confirm concurrent validity of Intrapreneurial self- capital scale.

The purpose of this study was to develop and validate the scale of professional development of faculty members in teaching, learning and research. Thus, we used the document of the National Forum for the Enhancement of Teaching in Ireland (2016), for designing a scale of 48 items in 5 dimensions: "Personal Development", "Professional Knowledge and Skills", "Professional Communication", "Professional Identity", and "Digital Capacity". After confirming content validity by experts, In order to validate the tool, A sample of 242 faculty members at the University of Isfahan by using proportional stratified random sampling selected and they answered the researcher-made questionnaire. Factorial Structure of questionnaire was investigated using exploratory analysis and findings showed that 5 factors totally explain 59 percent of variance test and all items had acceptable factor loading according to their own factors except 5 items, and finally 43 items confirmed. Also, the construct validity of questionnaire was investigated and confirmed through first and second order confirmatory factor analysis and. In addition, the results of Cronbach's Alpha coefficient showed that the designed scale and its dimensions have a desirable reliability. According to the results, we can say that the proposed model and instrument of measurement have the necessary characteristics to measurement the professional development of faculty members in teaching, learning and research.

This study seeks to develp and validate the constructivist curriculum scale in higher education. This study is considered as an exploratory mixed method research inlcduing qualitative (case study) and quantitative (descriptive-survey) phases. The reseaech population included curriculum scholars in the field of constructivism and data collection method, was semi-structured interview. By purposeful sampling approach and criterion method, eight informants were selected as the samples to be interviewd. Using thematic analysis 40 basic themes, 4 organizing themes, and a total theme for constructivist curriculum was explored. For the quantitative phase, the statistical population was curriculum experts in constructivism area that 30 experts were selected by purposeful sampling. The research instrument was the constructivist curriculum scale including 4 subscales and 40 items based on Likert scale. The result of the confirmatory factor analysis revealed factor loads of 0.67 for goal, 0.65 for content, 0.86 for teaching-learning strategies, and 0.65% for evaluation and the construct validity was confirmed. In addition, based on Cronbach's alpha coefficients of components were, 0.78, 0.74, 0.81, and 0.71. And the reliability was confirmed.

The Purpose of this study was norm Kaufman Domains of Creativity Scale.This study Was conducted on students by Kaufman Domains of Creativity Scale. The sample consisted of 360 students that were selected by random simple sampling. Research instruments were evaluated the validity and reliability. Abedi Creativity Scale used to Convergent validity for Kaufman Domains of Creativity.Findings showed that Cronbach's alpha coefficient was 0.78 Self/ Everyday, 0.87 Scholarly, 0.88 Performance, 0.87 Mechanical/ Science 0.85 Artistic and total 0.93 . Correlation coefficient Between subscales Kaufman Domains of Creativity and Abedi Creativity was 0.52(P= 0.01). so Kaufman Domains of Creativity Scale has good pshychomtric properties for Iranian Students and researcher can use to a valid instrument for Measuring creativity

The present study aimed to construct and validate academic stability scale on the basis of model proposed by Mahoney et al. (2014). To do so, in 2015, 300 students and in 2017, 470 students were selected from senior high schools across Shiraz City through cluster random sampling method. Next, they completed a 24-item academic stability scale. In addition, 52 students completed questionnaires on academic indifference, academic resilience and the academic stability scale with one week interval. The results of exploratory factor analysis (data extracted in 2015) revealed three factors of thriving (10 items), striving (8 items) and surviving (6 items) and the results of confirmatory factor analysis (data extracted in 2017) confirmed the pattern derived from exploratory factor analysis. Besides, the item-response analysis revealed that most items had good discrimination parameter. Academic stability was negatively linked with academic indifference but it was significantly and positively correlated with academic resilience. The Cronbach's Alpha and test-retest reliability coefficients were obtained as 0.91 and 0.83, respectively. Altogether, the results indicated that academic stability scale had acceptable validity and reliability levels and it could be used by educational researchers