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 purpose of present study was to investigate the psychometric properties of subjective vitality scale in students. The research design was correlational and the statistical population consisted of students of Shahid Beheshti University and Shahid Beheshti Medical Sciences university of Tehran. Two sample groups including  247(sample 1) and 239(sample 2) students were selected through multi-stage sampling and completed Subjective Vitality scale( Ryan & Frederick, 1997) and Oxford Happiness Questionnaire( Hills & Argyle, 2002). Internal consistency, exploratory and confirmatory, convergent and criterion validity were analyzed. Results showed that subjective vitality scale show the structure of an agent with explained variance of 59.47%. Confirmatory validity and gender invariance was confirmed. Cronbach's alpha and split half coefficients for the scale were 0.88 and 0.85. There were no significant differences in scale according to age, marital status,  and field of study. Convergent validity was also confirmed in relation to the dimensions of happiness. It seems that the subjective vitality scales, has a good reliability and validity in students.

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

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.

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.

This study aimed to perform the validity and factorial test of a screening scale of high-risk and problematic use of Internet (PRIUSS) in a group of Iranian students.
In present correlational study, 200 undergrads (100 boys and 100 girls) responded to Persian version of screening scale of high-risk and problematic use of Internet.
In order to determine the factorial validity of PRIUSS was used the confirmatory functional analysis model and to determine the internal consistency PRIUSS was used the Cronbach's alpha coefficients.The results of the confirmatory functional analysis showed that in multidimensional structure of Iranian sample PRIUSS, including emotional harm, social harm and use of Internet with IMPULSIVE data has good fit. The internal consistency coefficients were obtained the factors of emotional harm, social harm and IMPULSIVE use of Internet 0/74 to 0/87 respectively. The results of this study showed that PRIUSS due to a strong theoretical foundation and promising psychometric properties for screening and prevention efforts in the realm of high-risk Internet behaviors in a sample of Iranian youth is reliable.

Classroom evaluation is a key part of the teaching and learning process. The purpose of this study is to investigate the factor validity and reliability of the "Student Perceptions Questionnaire of Assessment and Evaluation of Activities" by Yuji. In this regard, the questionnaire of studentschr(chr('39')39chr('39')) perception of measuring and evaluating activities was performed on 400 students who were selected by cluster sampling method from Mazandaran University students. Cranbachchr(chr('39')39chr('39'))s alpha coefficient was used to evaluate the reliability of the questionnaire and confirmatory factor analysis was used to determine the validity of the factor. The results of the present study showed that this questionnaire has an acceptable internal consistency and Cranbachchr(chr('39')39chr('39'))s alpha coefficient in its subtests was between 0.71 and 0.78. Also, the results of confirmatory factor analysis confirm that the structure of the questionnaire has an acceptable fit with the data and all indicators of good fit confirm the model. Therefore, the questionnaire can be a good tool for assessing studentschr(chr('39')39chr('39')) perceptions of assessment and evaluation of activities and assignments.

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.

The purpose of this study is to standardize the Cattell's 16 Personality Factor Questionnaire (version E) and also to measure its validity and reliability. For this purpose 513 staff members of state offices and organizations were randomly selected via a multi-stage sampling. The qustionnaire copies were completed through individual interviews. The validity of the qustionnaire was studied by using Factor Analysis, and its reliability was calculated through Cronbach Alpha. The results for the reliability were not satisfactory, while the results for the factorial validity of 16 factors were satisfactory. Upon analysis of the for the interpretation of each factor, percentile norms and the norms of the ten-fold standard scores were prepared separately.

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.