فصلنامه اندازه گیری تربیتی
پیاپی 16 (تابستان 1393)

The foundation of network data analysis in psychology rests on particular theory, special ontological assumptions and particular methodology. Therefore it is possible to call network analysis as an independent paradigm with given techniques for data gathering and data analysis. This method can be used for studying psychological constructs with network entities (e.g. comorbidity phenomenon). Applying network data analysis in studying relationships of generalized anxiety disorder and major depression disorder symptoms (according to The US National Comorbidity Survey Replication (NCS-R)) shows that it is not possible to distinguish between them and we should consider symptoms relationships in studying, diagnosis and therapy for both of them.

Questionnaire as the most important tool of collecting data in the social sciences are considered, So, Scientists have made great efforts in their design. The result of these efforts, Introduced a number of Comment and guidelines for improving reliability and validity questionnaires. Survey researcher shows that Most designers rely on experience rather than scientific principles, therefore, Appling the principles axiom in the questionnaire design (based axiomatic design technique) is the main innovation of this paper. In this study, The faculty Assessment Questionnaire was designed in two stages. Questionnaire designed without applying the principles and using the axiomatic principles. Finally, The results show that the proposed approach leads to the design of the questionnaire with higher reliability and validity.

The purpose of present research was to investigate factor structure, convergent validity and reliability of career adaptability scale (CAAS). The research statistic population was first-year high school students in shahrekord. The samples were 400 students (200 males, 200 females) that were selected by cluster random sampling. Research instruments were Career adaptability scale and NEO Personality Inventory. Data were analyzed by using factor analysis and correlation tests. Confirmatory factor analysis results indicated that the hypothesized model was consistent with data and Career adaptability scale had four separate factors include concern, control, curiosity and confidence. Its internal consistency by using Cronbach's Alpha was 0/91 and the 4-week test-retest coefficient was 0/92. Neo-scale correlation test also showed that every four career adaptability scales with four of the five factors of personality include extraversion, agreeableness, openness and conscientiousness positively correlated and have a significant inverse association with neuroticism factor. given to these results, It can be said Career adaptability scale is an appropriate and valid instrument for measuring student's career adaptability.

Emotional balance is a strategy for creating adaptive and care behaviors that can lead to a significant impact on the psychological well-being and health students. This study aimed to investigate the validity, reliability and factor analysis of the self-compassion scale Neff (2003) among undergraduates student. In this descriptive survey using a multistage cluster sampling, a random sample 353 patients (182 male and 171 female) students were chosen. Exploratory factor analysis revealed six factors of this scale with Extraction Sums of Squared Loadings (75/11) which this scale shows the construct validity. Cronbach's alpha coefficient and split-half reliability of this construct were 0/87 and 0/76 respectively. Correlations between the subscales represent the convergence validity. The results show that the Persian version this scale has good reliability and validity among undergraduate students to measure these features can be used in psychological research.

Creativity is an important construct in the psychology of individual differences, and Compared to the similar areas such as intelligence, it has received little attentions of researchers. Seventy-year history of theory making and research on creativity, still there is not a consistent pattern for understanding creativity. The aim of Current study was to examine the relationship between fluid and crystallized intelligence with creativity and Explanation of this relationship based on higher order latent factors such as information processing speed and openness to experiences was taken place using structural equation modeling. All Tehran Humanistic universities were selected as population and 481 students from Shahid beheshti, Allameh Tabatabayi and Tehran universities were chosen as sample study. The sub-scales of Wechsler Adult Intelligence Scale- Revised (WAIS-R) were used to measure intelligence, Divergent thinking tests and questionnaires on creativity in everyday life, creative achievement and creative self- concept were also used to measure creativity and in order to measure processing speed, ZVT, and KDT paper-pencil tests were used and finally to measure openness to experience, NEO-FFI inventory was used. Structural equation models were postulated to investigate inter-relationship of constructs based on literature. Covariance matrix of observed variables was used to investigate postulated models, then, using AMSO-18 All statistical computations were analyzed. Results showed that openness to experience, in all three cases (the first case, when all markers of self-assessment of creativity and divergent thinking are used simultaneously; the second case, when divergent thinking is used as the dependent variable and the third case, when self-assessment creativity is used as the dependent variable) will lead to successful and powerful prediction of creativity, Low impact processing speed has little but significant impact on creativity. Also, the fluid and crystallized intelligence had different effects on this structure depending on the type of creativity measurement. In general, the research results indicate that the personality has a more important role in being creative and producing innovative products; and intelligence and the information processing speed are in the next stage of having positive impact on the type of creative works.

The purpose of the present research was to investigate Theorical model and psychometric properties of Persian version of AEQ were translated in to Farsi research on these areas negleted, may be because of lacking appropriate instrument. In response to this deficit, pekrun and et al(2005) developed a self-report instrument measuring various achievement emotions that students commonly experience in academic setting. The instrument contains scales for measuring enjoyment, hope, relief, anger, anxiety, shame, hopelessness, and boredom in class, learing and test contexts. First, the AEQ were translated in to Faris. After the pilot studing and resolving the mistakes, the Questionnaire were carried out to a sample group consisting of 300 students who were studying in Islamic Azad university in Tehran. Psychometric properties and Factor analysis were used to analyze the collected data.0 The results showed that the AEQ scales are acceptably reliable and valid, and most of Questionnaire scale have acceptable Fit with data.

Studies of internationalmathematics achievement such as the Trends in Mathematicsand Science Study (TIMSS) have employed classical test theory and item responsetheory to rank individuals within a latent ability continuum. Although these approacheshave provided insights into comparisons between countries, they have yet toexamine howspecific attributemastery affects student performance and howthey canprovide information for curricular instruction. In the 2007 administration of TIMSS,two benchmark participants—Massachusetts andMinnesota—were tested followingthe same procedural methods, providing an opportunity for comparison within andacross the United States. Overall comparison of their performance showed Massachusettsand Minnesota to significantly outperform the United States. However,this article shows that there is a greater wealth of fine-grained information that canbe translated directly for classroom application at the attribute level when a cognitivediagnostic model (CDM) such as the deterministic, inputs, noisy, “and” gate (Junker& Sijtsma, 2001) model is used. Results showed a significant disparity betweenproportions of correctly answering and mastering skills required to solve an item.Advantages ofCDMsare discussed aswell as a CDM-basedmethod to filter distractorresponse categories that can aid instructors to diagnose a student’s attribute mastery.

Studies of internationalmathematics achievement such as the Trends in Mathematicsand Science Study (TIMSS) have employed classical test theory and item responsetheory to rank individuals within a latent ability continuum. Although these approacheshave provided insights into comparisons between countries, they have yet toexamine howspecific attributemastery affects student performance and howthey canprovide information for curricular instruction. In the 2007 administration of TIMSS,two benchmark participants—Massachusetts andMinnesota—were tested followingthe same procedural methods, providing an opportunity for comparison within andacross the United States. Overall comparison of their performance showed Massachusettsand Minnesota to significantly outperform the United States. However,this article shows that there is a greater wealth of fine-grained information that canbe translated directly for classroom application at the attribute level when a cognitivediagnostic model (CDM) such as the deterministic, inputs, noisy, “and” gate (Junker& Sijtsma, 2001) model is used. Results showed a significant disparity betweenproportions of correctly answering and mastering skills required to solve an item.Advantages ofCDMsare discussed aswell as a CDM-basedmethod to filter distractorresponse categories that can aid instructors to diagnose a student’s attribute mastery.

Abstract The main purpose of this study was to examine the metric equivalence the Social Anxiety Scale for Adolescents (SASA, Puklek, 1997) across gender and age in a sample of adolescents. 500 adolescents for 12 to 18 years old (276 female and 224 male) completed the Social Anxiety Scale for Adolescents. Multigroup confirmatory factor analysis was used to examine the factorial invariance of SASA across sex and age groups. The results of single-group confirmatory factor analysis revealed that the two-factor model of SASA consisted of apprehension and fear of negative evaluation and tension and inhibition in social contact in across sex and age groups good fit to the data. The results of multigroup confirmatory factor analysis indicated cross-group invariance of form, factor loadings, and factor variances and covariances of the SASA across sex and age groups. These findings emphasizing the psychometric equivalence of SASA indicate that factorial validity of SASA is same across sex and age groups. Therefore, these findings indicate that sex and age groups are qualitatively same in dimensional model of expression of cognitive and behavioral forms of social anxiety.