Educational Measurement
Year:2018 | Volume:8 | Issue:30 |Papers Count:9

Background: Although today's univariate statistical analyzes have given way to complex multivariate analysis with rigorous assumptions, these methods cannot provide readers with a clear and reliable understanding of these concepts, since the statistical methods mentioned are as pre-determined as the standard, and regardless of The meanings and concepts of the research structures are aimed at fulfilling pre-determined goals and the need for more extensible interpretative methods is quite tangible. Objective: To introduce one of the research approaches called procedural theory, its components and structure, along with the application of the relevant analytical method (analysis of the smallest space) On h data The main purpose of the research is to focus on the focus of the research. Findings: An interpretive approach to procedural theory by using the smallest space analysis allows the identification of different procedures, including position procedures, responsiveness, and interaction as visual representations.Conclusion: Using this approach in analyzing data that has a complex human structure can be a very good way to validate and interpret them closely.

The purpose of the present research is to restructure, validate, make reliable and normalize math self-concepts scale. In testing research, 812 students from Malards high school were participated.Method: In this study, the items of math self-concept restructured scale was analyzed with discriminant index and loop method. The reliability of scale was investigated with split-half method and coefficient alpha, then construct validity, criterion validity and discriminant validity were investigated. Investigating construct validity, we use factor analysis, and also investigating discriminant validity, math anxiety scale (from Betz) was used, because there is a negative relation between math self-concept and math anxiety. Investigating discriminant validity, we use a difference between 3 course of education in students. T and Z scores were used for normalization of scale.Findings: Reliability of this scale was 0.898 and discriminant validity was meaningful, that is show a meaningful difference between 3 courses and confirm discriminant validity of this scale. Result of construct- related validity shows 3 factors in this scale.The restructured scale can be beneficial for students in choosing their course of study and for measuring their affective to math.

Background: Self-efficacy is considered as an important factor in self-concept, motivational theories and health-related behaviors. Aim: This study carried out to investigate the confirmatory factor analysis, validity and reliability of social self-efficacy scale in Iranian students.Method: This correlation study was a type of validation that social self-efficacy questionnaire of Grieve et al (2014), general social self-efficacy of Schwarzer & Jerusalem (1995), social indifference, acceptance and social solidarity questionnaire were given for 750 students at Kermanshah and Kangavar University of Payam Noor and Azad Islamic University of Kermanshah that selected available manner. In order to calculate the reliability used from the internal consistency method and for assessment contemporary validity used from correlation between the scores of the mentioned tools. For determine the construct validity used factor analysis.The software used to analyze the data was SPSS and Amos.Results: The results of factor analysis showed that most of the items in the tool, except for items 4, 5, 9, and 16, had an appropriate load factor and five factors had a higher value than one and were explained 47.04 % of the observed variances.This matter could indicate a fairly relevant factor of the social self-efficacy questionnaire. Correlation coefficients showed that the contemporary validity of social self-efficacy scale with other tools was good. For internal consistency by using the Cronbach's alpha method and duplicate, that the values were 0.83 and 0.76, respectively was obtained.Conclusion: The scale of social self-efficacy has a good validity and reliability, and this scale can be used in clinical and research positions.

The present study aimed to construct a psychometric version of the Persian version of a health-oriented lifestyle behaviors questionnaire among a group of Iranian students. The present study was composed of two stages, in general. In the first stage, the researcher tried to identify the most commonly used behavioral models of students based on contemporary theories of motivation for academic achievement. With the aim of forming a bank of questions, the researcher, with the help of two specialists in educational psychology and Psychometric, developed the bank's initial version of questions that included various forms of behavioral models. Then, the researcher, using a deductive approach and with the help of detailed analysis techniques, selected the most appropriate items for each behavioral model. In the second stage, the researcher, by adopting a deductive approach while analyzing the structure of the developed tool, provided evidence in defense of the technical characteristics of the validity and reliability of the tool.The results of confirmatory factor analysis based on AMOS software showed that multidimensional structure of academic health facilitating behaviors including academic optimism, academic engagement, …, as well as multidimensional structure of disincentive behaviors such as learned helplessness, avoidance of seeking help, academic procrastination, …, and perfectionism with data were shown to fit well. In addition, the results of the common variance of the multiple forms of facilitating and preventing of educational health with emotions of academic achievement, academic self-efficacy and perceived academic stress showed that the health-oriented lifestyle questionnaire has constructive validity. The results of this research provided evidence in defense of theoretical logic of the health-oriented educational lifestyle questionnaire, and on the other hand, showed that this tool was used to measure the concept of behaviors of the health-oriented educational lifestyle among Iranian students are considered to be a valid and reliable instrument.

The script writer and narrator metaphor for individuals is a key concept in narrative psychology; this is so important that narrative identity is a fundamental concept in the domain of narrative and identity.Narrative theory and approach has found its way through various aspects of psychology and a plethora of research has been conducted in this regard. This paper aims to introduce different qualitative and quantitative methods in analyzing narrative data in addition to review stages of quantitative analysis and establishing reliability in narrative research. To reach this goal, first we review general necessary concepts of narrative; then we discuss methodology of narrative research in detail. In doing so, we differentiate qualitative versus quantitative analysis methods and highlight different quantitative analysis approaches for coding narrative data. Establishing reliability is a foundational process in quantitative data analysis hence we discuss steps of this process and introduce statistical coefficients of interrater reliability and their especial applications.

Introduction: Due to the wide range of executive functions, Existing questionnaires measure some aspects of these functions. Behavior Rating Inventory of Executive Function (BRIEF) has a greater comprehensiveness and it's made based on the latest insights on executive functions.Objective: The purpose of this study was to validate of this questionnaire in Iranian society.Method: This research is descriptive, a sample of 516 people was selected by a cluster sampling method from Tehran, East Azarbaijan, West Azarbaijan and Kurdistan provinces. In this way, the final sample was reduced to 441 subjects. Statistical analysis was performed using SPSS 20.Results: The present inventory consists of eight scales and from the combination of these eight scales the behavioral indicator and cognitive index are obtained. Finally, by combining the score of 8 scales, the total score of the BRIEF test is obtained. The results show that calculated Cronbach's alpha for 8 scales of the questionnaire is between 68 to 86. Also, calculated Cronbach's alpha for behavioral adjustment index, cognitive index and total score of BRIEF questionnaire were 0.86, 0.89, and 0.93.Conclusion: According to the findings of this study the brief questionnaire in Iranian society has a desirable credibility as a tool for evaluating executive functions and It is used in research and clinical work as a valid tool.

The aim of the present study adaptation and standardization of intelligence test Cattell for students 14-8 SalhY City Azar is. The research from the perspective of purpose, functional and in terms of data collection descriptive survey. The sample consisted of students in grades two elementary schools, eight elementary schools in Azarshahr in the academic year 1395-1394 a total of 562 recreational them as the sample using sampling stratified ratios were selected and Tools the AstfadhY research, intelligence test teenagers Cattell form B, and its reliability through Cronbach's alpha 84/0 respectively and its validity through confirmatory factor analysis was that all fit index and the model was confirmed. The results of this study showed that the test validity and reliability is desirable. The significance tests based on different ages using one-way ANOVA and the interaction of gender and grade by Two-way ANOVA examined the results of which showed a broadly significant difference between the groups. And the software for intelligence test Cattell on the basis of IQ deviation (15=Sd and 100 M=) is calculated and set.

The present study aims to develop and validate the Sense of Agency Inventory for visually impaired individuals. So 400 visually impaired participants were selected via the convenience sampling technique. The 33-item inventory was developed for investigating the sense of agency using theoretical framework and the developed conceptual model. Then, three components of self-efficacy, optimism, and planfulness were considered as its subscales. After that participants completed the inventory and deleting defected copies, 400 copies were randomly selected. The data were investigated and analyzed by SPSS and AMOS software. As the result of confirmatory factor analysis and the rotated structural matrix via the principal component analysis (PCA) method, three items, two related to self-efficacy and one to optimism subscales, were deleted. Finally, the results of confirmatory factor analysis showed that the model enjoys favorable goodness of fit and can be used as an effective instrument in psychological research.

The main purpose of the present study was to investigate psychometric properties of the achievement emotion questionnaire-short form among Iranian university students.317 university students (141 male and 176 female) completed the Achievement Emotion questionnaire-Short Form, the Stress Appraisal Measure-Revised, and Achievement Goal Questionnaire-Revised.First, ‘alpha if item deleted’ and ‘corrected item-total correlation’ commands were used to develop the short form of the achievement emotion questionnaire. Also, the confirmatory factor analysis and internal consistency were used to compute the Achievement Emotion questionnaire-Short Form factorial validity and reliability, respectively. Then, in order to examine the construct validity of the Achievement Emotion questionnaire-Short Form, we compute correlation between different dimensions of Achievement Emotion questionnaire-Short Form with cognitive appraisal processes and achievement goal orientations. the results of confirmatory factor analysis according to comprehensive version of Achievement Emotion questionnaire by emphasizing the breakdown of positive and negative achievement emotions indicated that Achievement Emotion questionnaire-Short Form had internal consistency. Furthermore, Correlational analyses between positive and negative achievement emotions with cognitive appraisals and goal orientations provided initial evidence for the AEQ-SF convergent validity. Internal consistency for the multiple scales in different achievement situations was 0.74 to 087. In sum, on the one hand, the results provide further support for the control-value theory of achievement emotions and on the other hand, these findings provide evidence for the validity and reliability of the Achievement Emotion questionnaire-Short Form as an instrument to measure of achievement emotions among Iranian university students.