Background: In spite of many advantages in Lenke classification of adolescent idiopathic scoliosis, the latest study of Richards et al showed that the King classification is better than had been reported recently and the Lenke classification system of adolescent idiopathic scoliosis is less reliable than previously reported.Methods: In this study, we performed a multi-surgeon comparison of these two classification systems. After teaching and discussing all available data of these classification systems with four spine surgeons, a pilot classification was performed. Then, they independently evaluated preoperative radiographs (standing posteroanterior, lateral, and two supine side-bending views) of 99 patients with adolescent idiopathic scoliosis. The results were determined by calculating the average percentage of intraobserver and interobserver agreement. Reliability was quantified using kappa statistics.Findings: The King classification demonstrated good intraobserver and interobserver Reliability, with an intraobserver agreement of 85.8% (kappa coefficient, 0.80). Interobserver percentage of agreement averaged 80.8% (kappa coefficient, 0.74). The complete Lenke classification, combining curve type, lumbar modifier, and sagittal thoracic modifier, demonstrated good Reliability for both intraobserver and interobserver measurements. The intraobserver percentage of agreement averaged 85.8% (kappa coefficient, 0.82). The interobserver percentage of agreement averaged 80.8% (kappa coefficient, 0.77).Conclusion: In this study, with each investigator performing the radiographic measurements, the King and Lenke classifications were almost similar (the Lenke classification had slightly better results). Such better results might be due to more training of this complex classification system. So, because of greater coverage of idiopathic scoliosis curve and usefulness of Lenke classification system, we prefer using this classification system in our center.

The Big Five Inventory (BFI) is one of the most widely used personality questionnaires, but very few studies have been conducted on its psychometric properties in Iranian population. This study was carried out with the aim of studying the psychometric properties of the BFI questionnaire. For this purpose, 390 university students in Tehran (210 girls and 180 boys) with an age range of 18 to 56 years (M = 27.52; SD = 8.79) were selected using the convenience sampling method and completed BFI and NEO-FFI questionnaires. Cronbach's alpha, multitrait-multimethod matrix, and confirmatory factor analysis were used to estimate the psychometric properties of the questionnaire. The result of the confirmatory factor analysis showed that 15 of the 44 items did not have a strong factor loading (higher than 0.40) on the corresponding factors and were therefore removed from the questionnaire. The fit indices showed that the Persian version of 29 questions (BFI-29) with 5 factors has a good fit with the data. The Reliability analysis also showed that the range of Cronbach's alpha coefficients of the factors is from 0.70 to 0.79. The lowest Cronbach's alpha coefficient was related to agreeableness factor and the highest was related to conscientiousness. The findings from the multitrait-multimethod matrix showed that the BFI-29 questionnaire has good convergent and divergent validity with the NEO-FFI questionnaire. In general, based on the results of the present study, it can be said that the BFI-29 questionnaire has desirable psychometric properties and whenever a short tool for personality measurement is needed, this questionnaire can be used.

The current research was conducted with the aim of the effect of attachment style on emotion regulation with the mediating role of identity style. The research method was descriptive and structural equation analysis. The statistical population of the research was all second year high school students of Kashan city in the academic year of 1400-1401, of which 500 people were selected by random cluster method. Data were collected based on three questionnaires: Gross & Jan (2003) Emotional regulation Inventory, Identity Style Scale (6G-ISI) and Collins and Reid (1990) Attachment Style Questionnaire. The data are obtained by structural equation modeling and using Laserl 8.8 and 26 spss software. analyzed. Based on the results, secure attachment style at a significance level of 0.01, avoidant attachment style at a significance level of 0.05, and ambivalent attachment style at a significance level of 0.01 directly predicted emotion regulation. Among the three attachments, secure attachment style predicted emotion regulation at a significant level of 0.01, with the mediation of identity styles. Informational identity style at a significance level of 0.01, confused identity style at a significance level of 0.05 directly predicted emotion regulation. Among the three attachments, only the secure attachment style at a significance level of 0.01 had a significant role in predicting the normative identity style. According to the results of this study, emotion regulation is one of the most important constructs of educational psychology and an important factor in determining mental health and successful performance. It is in education that the factors affecting emotion regulation and its antecedents should be identified. Planning for training and holding educational workshops in this field in schools is suggested for students.

the present study aimed to assess psychometric propertiesof the Adolescent Self-Regulatory Inventory (ASRI; Dias, Garcia del Castillo & Moilanen, 2014) among a sample of Iranian adolescents. The study was descriptive. Thirty hundred and fifty five students were selected from Karaj schools of Alborz province by multistage sampling method. The participants completed the ASRI and theIranian Adolescents Risk-taking Scale (IARS; Zademohamadi, Ahmadabadi & Haidari, 2011).The results of confirmatory factor analysis supported the two-factor model of the ASRI.The correlation between the ASRI and the IARS was between 0.30 and 0.51, which indicated the concurrent validity of the ASRI. The high correlations between the total score of the scale and scores of the subscales indicated construct validity of the ASRI. The Reliability of the ASRI was satisfactory: The Cronbach's alpha coefficient and test-retest coefficient of the short term subscale were 0.81 and 0.75, respectively, the Cronbach's alpha coefficient and test-retest coefficient of the long term subscale were 0.77 and 0.71, respectively, and the Cronbach's alpha coefficient and test-retest coefficient of the ASRI were 0.87 and 0.74, respectively. The findings suggested that the ASRI had appropriate psychometric properties and can be used for research purposes in Iran.

the aim of present study was to assess the Reliability, validity and confirmatory factor structure of the Emotion regulation Questionnaire–Adolescent Form (Philips & Power, 2007).The Persian version of the questionnaire was prepared using double-translation technique. The psychometric properties were examined by three independent studies (N1=180; N2=80; N3=400).In the first two studies the Reliability of the questionnaire was examined based on internal consistency, item-test correlations and test-retest methods, and the validity of the questionnaire was examined using correlation between subscales and criterion validity. In the third study the confirmatory factor structure of the questionnaire was assessed. The range of Cronbach’s alpha coefficients of three subscales (.73 to.82) and total scale (.79) indicated that the Emotion regulation Questionnaire had a good internal consistency. Item scores and the total score of the corresponding subscales correlated significantly (r=.38 to r=.72) and the test-retest correlation values (.65 to.71) suggested that the scale was stable. Confirmatory factor analysis supported the four factors model of the questionnaire. The correlations among the subscales and correlation coefficient model between depression and anxiety dimensions indicated a good criterion validity. The findings suggest that the Emotion regulation Questionnaire has a satisfactory psychometric properties, thereby providing support for the relevance of using this scale in Iranian population.

The present paper investigated the effectiveness of concept mapping as a learning strategy on EFL students’ self-regulation (metacognitive self-regulation, time and study environment, effort regulation, peer learning, and help seeking). Sixty university students participated in the study. They were randomly assigned to control and experimental groups, each including thirty students. They were at the intermediate level of English proficiency and studying English either Translation or Literature. Their language proficiency was determined by the Michigan Test of English Language Proficiency (MTELP) (Corrigan, 1979). The instrument to collect data on the students’ selfregulation was the Motivated Strategies for Learning Questionnaire (MSLQ) (Printrich et al., 1991). The findings revealed that students gained higher self-regulation in writing tasks as the result of the explicit instruction of the concept mapping strategy. The findings have implications for pedagogy as well as for research.

This research attempted to examine the underlying construct of writing self-regulation inventory extrapolated to Iranian EFL university context. A total sample of 116 sophomore EFL university learners attending essay writing course participated in this study. They were asked to do an in-class writing task assignment and immediately fill in an inventory. Pearson product-moment correlation and confirmatory factor analysis procedure using principal component analysis were applied to ascertain the relationships among the variables and construct validity of the instrument, respectively. The inventory yielded a strong internal consistency as to make the results of the present study reliable and to prove replication studies justifiable. The highest overall means and internal consistency Reliability estimates were recorded both for goal subscale. However, achievement on task was negatively associated with cognitive, meta-cognitive, motivational, and behavioral dimensions of writing self-regulation. The results of factor analysis disclosed that goal, efficacy, meta-cognitive, cognitive, motivational, and behavioral variables are loaded on a single component; that is, they measured the same underlying theoretical construct. On the whole, the findings imply that the construct of writing self-regulation is consistent in EFL university context.

introduction: Self-regulation is an important construct in motivation through which the students regulate their learning meta-cognition. self-regulation is one of the most important predictive factors of academic achievement. therefore evaluating academic self-regulation in learners is critical. the aim of this study was to develop validity and to determine the factors structure a self-regulation scale.methods: We validated the 34-items of hong and O’neil self-regulation scale. the scale consisted of four factors: effort, self-checking, self-efficacy, and planning. the score was translated, back translated and checked by several experts. 336 medical students were chosen through multiple steps random sampling and completed the questionnaire. we analyzed the data using spss and lisrel software using exploratory and confirmatory factor analysis methods. results: Principle component analysis revealed that self-regulation scale consists of four factors. the scale accounted for %55 of variance. confirmatory factor analysis showed that all of the factors confirmed with data.conclusion: This scale is a valid and reliable instrument in assessing iranian students’, especially medical students’, self-regulation.

Aim and Background: The aim of the present study was to develop a short form of the Persian version of the Cognitive Emotion regulation Questionnaire (CERQ-P-Short) and to examine its Reliability and validity.Methods and Materials: The CERQ-P was administrated to 420 (220 male and 200 female) Iranian university students in 2009-2010 academic year. Following stepwise omission of the items with the highest ‘alpha if item deleted’ on the basis of Reliability analyses results, the CERQ-P-Short was constructed. The validity of this questionnaire was assessed through the principal component analysis using varimax rotation, correlations between subscales, and criterion validity.Findings: The results of Cronbach’s alpha (ranged from 0.68 to 0.82) showed that the nine subscales of the CERQ-P-Short possessed good Reliability. Principal component analysis explained 75% of the variance and supported the original nine-factor CERQ model. The correlations among the subscales were moderately high. Finally, with respect to criterion validity, several CERQ-P-Short subscales were uniquely associated with symptoms of depression.Conclusions: The short form of Persian version of the Cognitive Emotion regulation Questionnaire (CERQ-P) has good psychometric properties.

Introduction: The growing recognition of regulation of motivation as an important part of the self-regulation with a direct impact on learning requires more careful assessment to aid the learning process and therefore, valid tools are needed. This study endeavored to explore Psychometric properties of Brief regulation of Motivation Scale (BRoMS). Methods: The population of this cross sectional study was the students of Isfahan Medical University in the second semester of the academic years of 2019-2020, of which 400 student (155 boys and 245 girls) were selected by cluster sampling method and they responded to Brief regulation of motivation scale (BRoMS), Harter Educational Motivation Questionnaire (HEMQ) and Motivated Strategies for Learning Questionnaire (MSLQ). Results: Cronbach's alpha coefficient of BRoMS was obtained through internal consistency method (. 92) and by split-half method (. 88) which shows appropriate Reliability of test scores. Significant positive correlation was found at p<0. 01 between BRoMS and the other two scales indicating concurrent validity. Using exploratory factor analysis, two factors were confirmed: regulation of motivation and willpower. Confirmatory factor analysis confirmed the consistency of the questions with the scales of this questionnaire. Conclusion: It can be confirmed that BRoMS has good psychometric properties and can be employed as a diagnostic and instrument for measuring regulation of motivation.