جستجوی مقالات مرتبط با کلیدواژه "روایی عاملی" در نشریات گروه "تربیت بدنی"

The purpose of this study was to investigate the factor structure, validity and reliability of the questionnaire to measure the level of reflective thinking. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study were all students enrolled in the teacher training courses in the academic year of 2016-2017 in Tehran, a sample of 680 students were selected by Cluster random sampling and responded to the Kember et al (2000) reflective thinking questionnaire of which, 636 questionnaires could be analyzed. Data were analyzed using spss21 and Lisrel8.8 softwares. The findings showed that the questionnaire had acceptable formal and content validities. The results of exploratory factor analysis by the principal components method, confirmed four factors named habitual action, understanding, reflection and critical reflection. These four factors account for 59.51% of the overall variance. For determining the factor validity, a confirmatory factor analysis was used which results showed that the questionnaire appropriately fit with data. All of the tests confirm the model χ2/df=1/855As a result, it can be said that the translated version of reflective thinking questionnaire in studies related to professional development, among Iranian learners, is acceptable. This questionnaire can also be used as a learning and assessment tool.

The main purpose of the present study was to The main purpose of the present study was to investigate factorial validity of the Emotional Skills and Competence Questionnaire (ESCQ, Faria et al. 2006) among Iranian university students. 300 university students (150 male and 150 female) completed the Emotional Skills and Competence Questionnaire. The confirmatory factor analysis method and internal consistency were used to compute the ESCQ's factorial validity and reliability, respectively. The results of confirmatory factor analysis based AMOS software showed that 3-factor structure of the Emotional Skills and Competence Questionnaire consisted on perceiving and understanding emotion (PU), expressing and labelling emotion (EL), and managing and regulating emotion (MR) had good fit with data. Internal consistency for the perceiving and understanding emotion (PU), expressing and labelling emotion (EL), and managing and regulating emotion (MR) was 0/88, 0/82 and 0/79 respectively. In sum, these findings provide evidence for the validity and reliability of the ESCQ as an instrument to measure of “trait emotional intelligence” or “perceived emotional intelligence” among Iranian university students.