PSYCHOLOGICAL RESEARCH
Year:2009 | Volume:12 | Issue:1-2 (23)|Papers Count:8

The main purpose of this research was to construct and validate a questionnaire for measuring sense of humor; hence, based on valid psychology texts and available scales, a preparatory questionnaire containing one hundred questions was constructed. Then, a sample with the age range of 20 to 60 years was selected through a two stage random procedure to takepart in the study. In the primary stage, 40 subjects were chosento assess reliability and in the next stage, 240 subjects were selectedto evaluate factor analysis (structural validity) of the questionnaire. Ultimately, 25 questions, having positive correlation with the total questionnaire and a minimum loading at 0.35 or above on a single factor were selected. This 25- item questionnaire was entitled the Sense of Humor Questionnaire (SHQ). The Principal Components Analysis method (Varimax Normalized Rotation) was applied to evaluate structural validity of the SHQ. Factor analysis defined 5 factors (enjoyment of humor, laughter, verbal humor, sense of humor in social relations, sense of humor in stressful conditions) which encompassed 63.75% of the total variability of the data. Moreover, results of internal consistency (Cronbach's alpha) and test-retest reliability (after a 21 day interval) showed that the SHQ possessed suitable reliability coefficients. Altogether, results of this research showed that the SHQ had satisfactory reliability and validity coefficients and is considered a suitable tool for measuring sense of humor in future research.

The intertwined nature of cognitive and affective dimensions of human beings and the significance of these factors in learning, as well as the contrasting theories regarding the subject, tempted the researcher to design and conduct the present study. The study is an attempt to investigate possible links between two personality factors, namely, extraversion-introversion, and shyness, and EFL proficiency. Ninety three university students majoring in English at Kerman's Shahid Bahonar University were given two personality questionnaires and one English proficiency test. The Eysenck Personality Questionnaire (EPQ), Stanford Shyness Inventory, and a Michigan test in English were used to measure extraversion-introversion, shyness, and English proficiency of the subjects, respectively. Data obtained from the instruments mentioned above were analyzed by means of the SPSS software. Results of the relationship between either of the two personality variables (extraversion-introversion and shyness) and EFL proficiency of the participants. In a side analysis it was found that there was a significant negative relationship between shyness and extraversion.

In this research we intended to normalize and examine the reliability and validity of the Oxford Happiness Questionnaire (OHQ). Our sample consisted of 1021 high school students in the scholastic year 2005-06 from Zanjan Province who were selected using multi-stage cluster sampling. The correlation coefficient of the test-retest scores, for measuring reliability, was 0.78 (P<0.001). Cronbach's Alpha of the questionnaire's test and retest stages were 0.84 and 0.87 respectively, which are adequate at both stages. In order to assess the questionnaire's validity, several methods were employed. Content validity was estimated by submitting the questionnaire to several expert psychologists, all of whom approved the power of the OHQ in assessing happiness. The overall index of the OHQ revealed a high correlation with each of the 5 factors (C, A, O, E, N) of the NEO personality inventory. Furthermore, factorial analysis resulted in 7 factors which accounted for 33% of the variance. Second order factorial analysis revealed that OHQ can be used as a uni-dimensional construct for measuring happiness. All assessment methods mentioned above indicated that the OHQ is a valid instrument for measuring happiness.

The purpose of the present study was to investigate the relationship between intelligence beliefs and academic achievement whilst considering the mediating role of achievement goals and different dimensions of academic engagement through the path analysis method. For this purpose, 500 third year (junior year) high school students (250 male and 250 female) studying in themathematics discipline, were chosen by multistage cluster sampling from Shiraz city high schools. They filled out a questionnaire consisting of the following 5 subscales: intelligence beliefs, achievement goals, effort, task value, and cognitiveand metacognitive strategies. Their academic performance was also assessed through the average of the total scores they had achieved throughout the school year. Results showed that on the whole, the relationship between intelligence beliefs and academic achievement is influenced by achievement goals and different dimensions of academic engagement. Entity intelligence beliefs had negative and indirect effect on academic engagement through performance-approach goals, performance-avoidance goals, cognitive strategies, and task value. Incremental intelligence beliefs had positive and indirect effect on academic engagement through mastery goals, effort, metacognitive strategies, and task value.