مراد عبدی ورمزان

Electricity-saving behavior is one of the key ways to reduce electricity consumption. The purpose of this research was to create and validate educational content aimed at teaching electricity-saving behavior.

This research utilized thematic analysis and adapted the findings to a local model. The first step involved reviewing articles published on scientific websites between 2010 and 2020 that were related to electricity-saving behavior. A total of 103 articles were included in the sample. In the second step, the findings from these articles were aligned with the elements of the model proposed by Abdivarmazan et al. (2018, 2019). The third step involved creating educational content that encompassed the extracted themes as well as the elements of the aforementioned model. The fourth step included assessing the validity of the educational content with the help of 28 experts in relevant fields. Finally, in the fifth step, the educational content was re-evaluated through interviews with six experts in education and social psychology.

The research findings included the identification of 422 foundational concepts, which were organized into 17 themes. Together, these themes contributed to the comprehensive concept of Electricity Saving Behavior. The educational content was developed and validated over the course of eight 90-minute sessions, with its validity confirmed by experts.

This program serves as a comprehensive resource and an effective tool for educating individuals about Electricity Saving Behavior.

Saving electricity consumption is one of the important ways to reduce electricity consumption. The purpose of this research was to construct and validate an educational content for teaching electricity saving behavior. For this purpose, in the first step, articles published between 2010 and 2020 related to saving electricity in scientific websites were used. The sample included 103 articles that were studied using thematic analysis method. By using the theme analysis method, 422 basic concepts were extracted, which were classified in the form of 17 organizing themes and all of them formed the comprehensive theme of electricity saving behavior. In the second step, the findings from the review of the articles were combined with the elements of the model proposed by Abdivarmazan et al (1399, 1401) and the network of themes was drawn. In the third step, a training program was prepared covering the extracted themes and the elements of the model proposed by Abdivarmazan et al (1399, 1401). In the fourth step, the opinions of 28 experts in related fields were used to determine the content validity index (CVI) and content validity ratio (CVR). In the fifth step, the educational program was examined through interviews with 6 experts in the field of education and social psychology. The results showed that the content of the motivation-based training for electricity-saving behavior is valid. This program can be used as a comprehensive resource and an effective tool for educating electricity-saving behavior by organizations and responsible parties.

Household electricity consumption in Iran is about 33% of total consumption and the electricity-saving behavior despite of emphases is still far from the desired level.

The aim of this study was to predict the behavior of household electricity saving in Iranian electricity consumers. The design used in this research was structural equation modeling and the statistical population included all electricity consumers across the country in 1400. Sampling was done by convenience sampling method and the sample size was estimated to be 256 using the Soper (2022) method, but the number of research participants was 684. Tools used for data collection included Demographic and Characteristics of Housing Questionnaire (DHC), Saving Electricity Scale based on Social Status Upgrading (SESSSU), Motivation toward Saving Energy Scale (MTSES), and Energy Saving Behavior Scale (ESBS), which included 57 questions and items. Data were collected  through Google Form and analyzed by Smart PLS 3.3.3 and SPSS 26 softwares using structural equation modeling method.

Findings showed that the the social need for consumption explains 35% of the motivation to save electricity (P=0.00). The results also showed that electricity saving motivation explained 38% of electricity saving behavior (P=0.00). Among the components of electricity saving motivation, the highest relationship with the main structure was observed in integrated motivation, identified motivation, internal motivation and introjected motivation.

Conclution:

 It seems that increasing in electricity-saving behavior is affected by stimulating motivation through social need to consume electricity. The findings of the present study can be used in policies and interventions that aim at consumer behavior and increase saving behaviors.

The aim of this study was to construction and validation a scale for measuring the personality features of entrepreneurs in Iranian society. This research was conducted in two stages. In the first stage, we studying researches and articles published in the field of entrepreneurship and the personality features of entrepreneurs. Then we extracte the items appropriate with entrepreneurs features personality. The prepared items were then provided to the experts in two stages and their opinions on all items were received and applied. The result of the first stage was 136 items. In the second stage, the items approved by the experts were prepared in the form of an electronic scale along with demographic questions using Google form facilities. The study population in the first phase of the study included Iranian and foreign articles and researches published on the subject of personality features of entrepreneurs, which were published between 2000 to 2021 in scientific databases. The sample of eligible articles included 83 articles that were studied and topics related to the research topic were extracted from them. The study population in the second phase of the study included all Iranians aged 18 to 75 years of cyberspace users. The sample consisted of 2239 people who were eligible to participate in the study and the results were analyzed using SPSS 26 and Smart PLS 3.3.3 software. The results showed that among the items of the implemented scale, 45 items had validity and reliability to prepare the final scale. The final scale had been composed by 5 factors, to measure the personality features of entrepreneurs. According to the obtained results, the prepared scale has a high validity and reliability for measuring the personality features of entrepreneurs.

The aim of this study was to construct and validate a scale for measuring the dimensions of Bullying in adolescents. The method used in the preliminary construction of the items was based on a library study of theoretical concepts and validation by experts using the content validity ratio coefficient CVR (Lawshe, 1975) and content validity index CVI (Waltz & Bausell, 1981). Structural equation modeling was used to evaluate the validity and factor analysis of the scale by using the Partial Least Squares Method. In the content validity phase, 40 items were prepared and 35 items were approved by experts. In the initial study with a sample size of 48 people, 3 items were removed and 32 items remained, which formed the initial scale. The study population was Iranian adolescents that Their age was 12 to 19. Sampling was done by available method and the sample size was 639 people. Examination of the data in exploratory factor analysis showed that 29 items had acceptable factor load and the other 3 items that did not have acceptable factor load were removed. Examination of the data showed that the 3-factor structure has the best fit in the structural model and explains 53.99% of the variance in total. Confirmatory factor analysis and validation of the remaining items showed that the scale of measuring bullying in adolescents is a reliable self-report scale for use in research related to measuring the prevalence and tendency to bullying and superiority seeking.

For some people, social status seems to be a factor in saving electricity power. The aim of this study was to develop and validate an electricity-saving scale based on social status upgrading. In conducting this study, using the relevant theories, the scale was prepared. For investigating validity and reliability the opinion of experts, exploratory and confirmatory factor analysis, and Cronbachchr('39')s alpha index was used to examine the internal consistency of the scale. The number of items obtained in the study of theories was 20 items, which were reduced to 13 items after review by experts. The sample size in the primary study was 193 people and in the second study was 366 people were selected from Iranian cyberspace users by available sampling method. Our results showed that 9 items had the desired factor load to measure the factors and the 2-factor model give the best fitting with data. The factor load of 0.40 and above in all items in exploratory factor analysis confirmed the sufficient reliability of the structures of the scale. The indexes obtained in the confirmatory factor analysis also indicated high validity of the scale. χ2/df=1.93, GFI=0.93, AGFI=0.95, RMR=0.025, NFI=0.92, NNFI=0.99, IFI=0.97, CFI=0.97, RMSEA=0.049. Cronbachchr('39')s alpha index was 0.88 for the first factor and 0.85 for the second factor. This study supported the conceptualization of the relation between social status motivation and electricity power saving. It provides some psychometric evidence for this self-report scale that was developed based on the role of social status in electricity saving behavior. It seemed that 2 personality traits; being motivated for keeping social image and prestige, are related to electricity power-saving behaviors.

The purpose of this study was to investigate the relationship between the electricity saving behavior in the heads of households in Tehran, and moral norms and various energy saving  motivations. The present study use a descriptive-correlational design. The statistical population consisted of all the heads of households in Tehran in 2019. In addition, the convenience sampling method was used (N=366). The research instruments consisted of items for assessing Demographic and Housing Characteristics (DHC), the Problem Awareness Scale (PAS), the Ascription of Responsibility and Outcome Efficacy Scale (AROES), the Personal Norms Scale (PNS), the Energy Saving Behavior Scale (ESBS), and the Motivation toward Saving Energy Scale (MTSES). In total, there were 44 items in this survey. The data were collected online and  via a paper-pencil form. Structural Equation Modeling (SEM), SPSS ver. 25 and Smart PLS ver. 3 were used to analyze the data. The findings showed that of the demographic variables, only marital status was connected with the electricity saving behavior. The problem awareness, and ascription of responsibility and outcome efficacy had a direct and significant relationship with personal norms; and personal norms were directly related to the electricity saving behavior. According to the findings, problem awareness, ascription of responsibility and outcome efficacy, and personal norms were connected with the electricity saving behavior through partial mediation of motivation. Lastly, the results showed that integrated, intrinsic, identified and introjected motivations had the most significant relationships with the electricity saving behavior. By strengthening motivation, the components of norm activation model could be transformed into the electricity saving behavior.

The main aim of this research was investigating the effect of metacognitive strategies training on Social Intelligence and Social Adjustment of students in guidance school level. Research method was experimental with pretest – posttest design with control group. The method of sampling was accessible sampling. Sample groups were consisted of 2 classes totally with 56 members, each class 28 students. One of the classes selected randomly as an experimental group and another as a control group. Both groups were test by Social Adjustment Scale and Social Intelligence inventary as pre-test. Then experimental group received metacognitive strategies training through 8 session of 50 minutes, whereas control group did not receive any intervention. As training course finished, the post-test was conducted on both groups. Received data was analyzed by using Covariance analysis. Findings showed that training of metacognitive strategies has significant effect on increasing Social Intelligence and Social Adjustment.