فصلنامه اندازه گیری تربیتی
پیاپی 53 (پاییز 1402)

The purpose of the present study was to investigate the psychometric properties of the Adolescent Resilience Scale (ARS) among girl adolescents in Iran. In a correlational study, 486 female adolescents were surveyed using the Adolescent Resilience Scale (ARS), Adolescent and Adult Mindfulness Scale (AAMS), Cognitive Reappraisal Scale (CRS) and Proactive Coping Scale (PCS). The principal component analysis method with oblimin rotation were used to compute the ARS's factorial validity and correlation coefficients between resilience dimensions with mindfulness, active coping and cognitive reappraisals were used to compute the ARS’s criterion validity. The results of the principal component analysis showed that the adolescent resilience scale consisted of 4 factors: positive orientation towards the future with a high internal consistency of 0.90, emotional regulation with an internal consistency of 0.75, novelty seeking with an internal consistency of 0.77, and patience with an internal consistency of 0.65. Furthermore, the correlation coefficients between dimensions of resilience with mindfulness, cognitive reappraisal and active coping supported the criterion validity of the adolescent resilience scale. This study provides evidence for the validity and reliability of the Adolescent Resilience Scale (ARS) as a measure of psychological resilience as a dynamic process of positive adjustment to stressful experiences and positive development in girl adolescents. The empirical findings support the conceptualized construct of psychological resilience and the effectiveness of the ARS in examining its manifestations.

The aim of this study was to validate the student discussion engagement scale among students of the University of Tehran. The student discussion engagement scale, conceptualizes discussion in the form of a group question and answer that requires an understanding of the overall atmosphere of a class and the participation of individuals who enhance/facilitate/boost the engagement of others. The scale assesses students' behavior and experiences in the classroom in four areas, namely their skills, self-confidence, openness to discussion, and perception of the overall atmosphere. The study included 403 students of the University of Tehran from different study areas and stages, who were selected through random sampling. The students were asked to fill out a survey online, which included questions about discussion engagement, academic engagement, general self-efficacy (GSES), and the classroom learning environment (CLC). The data were examined in several steps, including item analysis, exploratory factor analysis, confirmatory factor analysis, convergent validity, divergent validity, and reliability. This was done in order to ensure that the analysis produces accurate and reliable results. The item analysis revealed that all items were adequate in terms of the descriptive criteria. The exploratory factor analysis identified four factors after removing two items. This suggests that there are four underlying factors influencing the students' engagement in classroom discussions. The confirmatory factor analysis also supported the factor structure identified in the exploratory factor analysis. This suggests that the Student Discussion Engagement (SDE) scale has convergent validity, divergent validity, and good reliability. This means that the scale can reliably and accurately measure students' engagement in classroom discussions.

This research examined the construction of algebraic concepts in the 3rd chapter of the 7th-grade mathematics textbook, utilizing Sfard’s and Tall’s theoretical frameworks. Content analysis was employed to achieve the research’s goal of understanding the process by which algebraic concepts are developed in the context of the specified curriculum. This particular research design is considered to be qualitative and focused on the development of educational content, rather than empirical in nature. This study, in terms of its purpose and design, falls under the applied research and non-experimental groups respectively. The chapter in question covers four sections, namely numerical patterns, algebraic expressions, numerical values of algebraic expressions, and equations. This study investigated the process of constructing algebraic concepts, specifically variables and algebraic expressions, utilizing the theoretical frameworks of Sfard and Tall. The research findings suggest that the educational process of algebraic concepts in the textbook tends to follow an accelerated timeline which skips or overlooks the condensation stage (the second stage in the concept development process) and quickly transitions to the reification stage (3rd point in the concept development process). In some instances, the entire condensation stage may even be bypassed, leading to insufficiently developed and understood mathematical concepts and subsequent learning difficulties. Additionally, the research findings are consistent with the theories of concept development proposed by Gray and Tall. Specifically, the construction of the concept has remained at the procedural stage and has not reached the final stage. As such, it is evident that the students have not developed a structural understanding of variables and algebraic expressions.

Considering the significance of evaluating adolescent and family empowerment programs using appropriate measurements, the purpose of this study was to assess the psychometric properties of the Persian version of the self-report tool and parent and teacher reports of the Family Strengthening Program (ages 10-14). The present study was an applied research study when it came to purpose and used survey-descriptive methods to collect its data. The statistical population included the Iranian adolescents who were studying in the second elementary school (grades four, five and six). The sample consisted of 691 adolescents (331 boys, 360 girls) and 691 parents (334 fathers, 357 mothers), who were selected via cluster random sampling. The survey tools used to collect data were the Adolescent Person Survey Questionnaire, Parent / Guardian Survey Questionnaire, Ability and Problems Questionnaires (Teacher, Parent, and Adolescent versions), and School Quality of Life Scale. Moreover, exploratory and confirmatory analysis revealed a single factor for the Parents and Adolescents Questionnaire. Simultaneously, the validity of the instruments was acceptable. Therefore, it's fair to conclude that these tools possess appropriate psychometric properties to assess the family strengthening program.

The main objective of this study was to develop and validate the Positive School Orientation Questionnaire and to assess its underlying factors, utilizing a representative group of female students in their first year of secondary school during the 2014 - 2015 academic year in Zanjan, Iran. In order to select a suitable sample size, a stratified random sampling approach was implemented, resulting in a sample of 303 participants. The study utilized a descriptive-contextualization research methodology. To extract the underlying components of the questionnaire, Principal Component Analysis (PCA) was utilized. The data was analyzed using the SPSS software. To determine an appropriate sample size, the research team relied on the Kaiser-Meier-Olkin (KMO) index for guidance. The Principal Component Analysis showed that the Positive Orientation toward school Questionnaire comprised of four major factors: School Satisfaction, School Belonging Feeling, Academic Effort, and Attitude toward Classmates. The fourth component, with its small Cronbach's Alpha coefficient due to its limited number of items(4), was the sole exception among the others. The other items sustained an acceptable internal consistency score. Consequently, the Positive Orientation toward Schools Questionnaire is deemed a reliable instrument for examining the feelings and behaviors of students towards schooll.

The goal of this study was to devise a checklist to assess pre-number concepts in children aged 5-6 years and to examine the psychometric features of this instrument. The instrument was developed via a literature review of existing measures and relevant resources, including library research and the analysis of documentary evidence. In this study, a checklist with 66 questions was devised to assess pre-number concepts in children aged 5-6 years. The checklist encompasses 5 components, including classification, alignment, mental retention, geometry, and detection of similarities and differences. The instrument was administered online using sample size of 100 parents with a study population of children aged 5-6 years. The online setting allowed for convenient collection of data and provided a secure environment in which the parents could answer the checklist without the physical presence of the researchers. The statistical analysis was conducted in the SPSS22 software, utilizing descriptive and inferential statistical methods. The descriptive statistics included the calculation of means, variances, and graphs. Furthermore, the exploratory factor analysis revealed that the checklist was shortened to 42 questions. The internal consistency of the construct validity questionnaire, as determined by Cronbach's Alpha, was found to be acceptable at approximately 0.6. These findings confirmed the validity and reliability of the checklist. The CVR value obtained via the review of 10 experts was approximately 2.2, indicating that the content and face validity of the questionnaire were in acceptable ranges. Additionally, the research on children suggested that approximately 0.86 out of every child possessing pre-number concepts.