نشریه روان سنجی
پیاپی 38 (پاییز 1400)

The main objective of the present study emotional intelligence and job involvement among employees is Branch of Islamic Azad University. A total of 620 people and 250 as the sample were selected by simple random sampling. Instruments used in this study, job involvement questionnaire Congo (1988), for emotional intelligence questionnaire Siberia Schering and the used a questionnaire job involvement, according to Cronbach's alpha 88 / 0 and emotional intelligence. Vastnaty in statistical analysis, descriptive statistics and multivariate linear regression were used. The results showed that emotional intelligence, organizational climate and job involvement there is a significant relationship

The aim of this study is construction and Standardization of Emotional Reflection Test among university students in the city of Qazvin. The subjects consisted of451male and female students in Qazvin University in the94/95academic year that were selected by Convenience sampling method.which Lawshe's Content Validity Ratio(CVR)was used to assessment of Simultaneous Content Validity in the last analysis. Cronbach's Alpha(α)in addition to Pearson product-moment correlation coefficient and General linear model was used to final survey of questioner and Criterion-content-related validity respectively.To asses of construct Validity, Structural Equation Modeling(SEM)and Confirmatory factor analysis (CFA) was used.In the first place,The91questions based on the characteristics of personality in Anagram theory –which presented by Gurdjieff (1954)-were prepared.After survey of the questions by 20 psychology professors at the Universities of Qazvin, 19 of them reduced; because according to Lawshe's CVR, they were lack of Content Validity. Also 8 of the questions eliminated due to unreliability of retest when they calculated by Cronbach's Alpha method and Reliability Test. Since Cronbach's Alpha for all of the factors, except perfectionism, was more than 0/7, the coefficients were acceptable for all of them, than that one. To get the Simultaneous Criterion validity, each one of the 9 factors of the test was surveyed by shortened version the NEO Personality Inventory (NEO-FFI) and according the results, there is positive correlation between 7 of factors the test and NEO-FFI. Therefore, it could be concluded that Emotional Reflection Test possesses simultaneous criterion validity converge with NEO Test.Then, relations of the 9 factors to emotional intelligence-test were surveyed. According the results, there is negative correlation between all of the factors and emotional intelligence, than Mehr talab and danesh talab. 3 questions reduced from the questioner after asses of construct Validity by Confirmatory factor analysis (CFA) method, due to invalidity of construction

The new version of Tehran-Stanford-Binet IQ test is considered as a valid tool in diagnosing learning disabilities and by using this tool simultaneously with the fourth version of Wechsler IQ scales, sufficient and reliable information can be obtained in diagnosing and identifying learning disabilities for students. Achieved with learning disabilities in Tehran

The purpose of this study was to determine the factor validity and validity of the Persian version of Self-Presentation Motives in Physical Activity Questionnaire (SMPAQ) in athletes with different fields. This scale contains 16 questions and 4 supporting, factor-satisfactory, satisfactory-general, and public support sub-scales. The research population was all athletes in Tehran. 261 questionnaires were completed by athletes aged 13 to 19 (106 boys and 155 girls) who were active in different fields. To assess the validity of the structure of the log, a confirmatory factor analysis was used to fit the model of measurement. The reliability of the log was calculated using Cronbach's alpha coefficient. Data were analyzed using SPSS and Amos software. The results showed that the Self-Presentation Motives in Physical Activity Questionnaire (SMPAQ) Can be used to measure various types of self-promotion motives in the field of exercise and physical activity, with the appropriate validity and reliability used by researchers, trainers and sports teachers

The purpose of this study was to design a multicultural curriculum model for the second year of secondary education in Iran. In terms of practical purpose, the implementation method is descriptive survey type. The statistical population includes the principals and teachers of the second secondary school in Tehran in 1399, about 2000 people. Using cluster random sampling method, 400 questionnaires were distributed among these individuals and 386 questionnaires were received and analyzed. The method of data collection was library and field and the measurement tool was a researcher-made questionnaire. The validity of the questionnaire approved by experts and the reliability of Cronbach's alpha coefficient for all variables was calculated above 0.70. Data analysis was used in both descriptive and inferential sections using Smart PLS and SPSS software. The results showed that the multicultural curriculum has the components of "basics; Ali's condition, "Multicultural curriculum; The central category is "activities as contextual factors", "objectives as strategies", "evaluation methods as intervening conditions" and finally "content as outcomes". Finally, the results showed that the validity and hypotheses of the model were confirmed.

The purpose of this study was to investigate the mediating role of self-conscious emotions in the relationship between belief in a just / unfair world with forgiveness. The design of this study was descriptive (non-experimental) of structural equation modeling. The sample of the study consisted of 411 people who were referred to Karaj health houses in the summer of 1977. . The participants responded to the Fair Faith Beliefs Questionnaire (BJWS), the third revised version of the Adult Self-Awareness Scale (TOSCA-3) and the Vote et al. (2001) Scale of Structural Equation Modeling Results showed that belief in the world Fair / unfair predicts forgiveness significantly, and indirect coefficient of coefficient between fair world belief and forgiveness (β = 0.05, P <0.05) was positive and significant at 0.05 level, indicating a role Mediation is the emotion of the conscious. The conceptual model of the research was validated using the data and fit indices of the model confirm it. The results of this study show that forgiveness is not just a secondary phenomenon that is a product of positive life experiences or personal characteristics, etc. It should be an interactive approach to negativity and, as a positive behavioral outcome, can be the result of structural interaction.

The aim of This paper was to study the psychometric properties of the school well-being scale.The research method was descriptive correlational the statistical population consisted of all students of Governmental high schools of Karaj in the academic year of 96-97 students randomly multistage selected 330 students (170 girls and 160 boys) and completed the school well-being questionnaire (Konu, Alanen, Lintonen & Rimpela, 2002). Data analysis was performed using confirmatory factor analysis, Cronbach's alpha and sequential teta. The results of the confirmatory factor analysis confirm that the structure of the scale has an acceptable fit with the data. The internal consistency (Cronbach's alpha) varied from 0/69 to 0/86 and (sequential teta) varied from 0/61 to 0/88, indicating the appropriate instrumental reliability .The validity of the criterion (concurrent) showed that the sub-scales has acceptable. The results confirmed that the school well-being scale has a good validity and reliability in the Iranian community and can be used for future educational educators

The purpose of this study was to construct and primary standardize of the high risk behaviors scale among second high school girls students. Research method was survey and instrument construction. The statistical population of this study consisted of all adolescent girls aged 15-18 years in Isfahan. The sample consisted of 340 secondary school girls who were selected through convenience (accessible) sampling. Researcher made High-Risk Behaviors Scale (HRBS), Iranian Adolescent's Risk Scale (IARS- Zadeh Mohammadi & Ahmadabadi, 2011) and General Health Questionnaire (GHQ- Goldberg, 1970) were used to gather the data. Data were analyzed using Cronbach's alpha, Pearson correlation and exploratory factor analysis. The results showed that internal consistency, test-retest reliability and questions and subscales coordination were appropriate. Evidence of divergent and convergent validity with Iranian adolescents' risk behaviors and mental health showed that high risk behaviors scale had divergent and convergent validity. Factor analysis confirmed construct validity of the scale. Providing percent norms and standard can help to determine normative judgment. Given these findings, it can be concluded that the high-risk behaviors scale for Adolescent girls has desirable psychometric properties and can be used in educational and research fields.