factor analysis

Resilience has been defined as successful adaptation in the presence of adverse events such as chronic and acute stress and trauma. Dueto the increasing importance of resilience research, to evaluate the level of resilience of people, various scales have been presented and their validity and reliability have been evaluated. The purpose of this article is to validate and assess the reliability of the Persian version of the Scale of Protective Factors.The current research is survey in terms of research strategy, in terms of objective, applied-developmental and quantitative in terms of data type. The target society was the Technical and Vocational Organization of Tehran, where 579 employees participated in this research. To evaluate the divergent validity of the hospital depression and anxiety scale questionnaire, Zigmund and Snaith (1983), and the convergent validity of the Wegenield and Young (1993), Connor and Davidson (2003) resilience, and Prayag et al. (2018) organizational resilience questionnaires were used. To extract the results, exploratory factor analysis, confirmatory factor analysis and multivariate correlation have been used.Confirmatory factor analysis showed that the four-factor model of the questionnaire has an acceptable fit. Cronbach's alpha was 0.887 for social-interpersonal factor and 0.920 for cognitive-individual factor. The interpersonal social factor with two components of social skills and social support has a significant relationship with the individual cognitive factor with two components of behavioral planning and goal effectiveness, which shows the convergent validity of these factors and components. No significant negative correlation has been observed between two social-interpersonal and cognitive-individual factors.

This research aimed to explore the role of schools and the factors influencing the enhancement of emotional and social literacy among elementary school students. Emotional and social literacy are essential for children's overall development, impacting their academic performance, relationships, and well-being. The objective was to identify and prioritize these factors to support effective integration of such programs in schools.

The study used a combination of library research and content analysis of primary school principal's and teacher's opinions. A descriptive survey method was employed for validation, involving 252 randomly selected managers and teachers using a single-stage cluster approach. Data were collected via a researcher-made questionnaire, whose validity was confirmed by experts and reliability established with a Cronbach’s alpha of 0.92.

Analysis identified key factors influencing social-emotional literacy, including school environment, teacher-student relationships, curriculum content, extracurricular activities, and parental involvement. Positive school environments and strong teacher-student relationships were among the most critical factors.

Schools significantly impact the development of student’s emotional and social literacy. Effective strategies include fostering supportive school environments, enhancing teacher-student relationships, integrating social-emotional learning into the curriculum, and promoting parental involvement. Future research should explore these factors further and consider a more diverse sample to validate these findings.

Dyslexia is the most common learning disorder in school children, which has been carefully investigated. This disease is characterized by a marked impairment in the growth and development of reading skills. The current study was conducted in order to develop and examine the construct validity of the questionnaire of teachers' awareness of dyslexia (TAD).

The present questionnaire was prepared and distributed among 416 primary school teachers in the public schools of Razavi Khorasan province who were selected through multi-stage cluster sampling. Participants were both male and female pre-service as well as in-service official teachers in the Ministry of Education. To substantiate the construct validity of the survey, exploratory factor analysis (EFA) was employed using SPSS software, and to measure the factoriality of the inter-correlation matrix, Kaiser-Meyer-Olkin (KMO) test of sampling adequacy and Bartlett's test of sphericity were used. Confirmatory factor analysis (CFA) was also conducted using LISREL.

The results of the the above-mentioned tests demonstrated that the factor model was appropriate. Moreover, the results of the rotated component matrix indicated that teachers' knowledge and understanding of students’ problems in lower order of processing, vocabulary, loss of concentration, and vocabulary decoding were the main four factors in the present questionnaire.

The questionnaire was constructed conducting exploratory and confirmatory factor analyses and the obtained statistical results were analyzed. The questionnaire was found to be reliable and valid enough so as to examine teachers’ awareness of dyslexia. Finally, the implications were presented.

Considering the significance of evaluating adolescent and family empowerment programs using appropriate measurements, the purpose of this study was to assess the psychometric properties of the Persian version of the self-report tool and parent and teacher reports of the Family Strengthening Program (ages 10-14). The present study was an applied research study when it came to purpose and used survey-descriptive methods to collect its data. The statistical population included the Iranian adolescents who were studying in the second elementary school (grades four, five and six). The sample consisted of 691 adolescents (331 boys, 360 girls) and 691 parents (334 fathers, 357 mothers), who were selected via cluster random sampling. The survey tools used to collect data were the Adolescent Person Survey Questionnaire, Parent / Guardian Survey Questionnaire, Ability and Problems Questionnaires (Teacher, Parent, and Adolescent versions), and School Quality of Life Scale. Moreover, exploratory and confirmatory analysis revealed a single factor for the Parents and Adolescents Questionnaire. Simultaneously, the validity of the instruments was acceptable. Therefore, it's fair to conclude that these tools possess appropriate psychometric properties to assess the family strengthening program.

Values are guide for attitudes in life and are the main motivators of behavior. The aim of this study was to investigate the psychometric properties of the Persian version of the Ethical Values questionnaire. In this study, 300 Iranian students participated through an online call. The instruments were the Persian version of the Ethical Values Assessment questionnaire (Padilla & Jensen., 2016), Flourishing scale (Diner, 2010) and Professional Ethics (Cadozier, 2002). The results of face, content and structure validity analysis showed the optimal validity of the scale. Findings from factor analysis confirmed the 3D factors of the scale. The model fit indices were in good condition. Cronbach's alpha coefficient for the whole scale was 0.85 and for the dimensions of autonomy, Community and divinity were 0.77, 0.65 and 0.91, respectively. The convergence of the ethical values score with the professional ethics and flourishing score was confirmed. Based on the findings, the psychometric properties of the Ethical Values Scale in Iranian society are appropriate and its use in psychometric evaluations and research is recommended.

Measuring and enhancing teachers' empowerment for developing and maintaining a high-performance and flexible workforce is essential; Therefore, the purpose of this study was to validate the teacher empowerment scale. This descriptive study was conducted using psychometric method. The statistical population included all teachers working in Kerman province in 2022. The number of samples was determined according to psychometric criteria to 100 people for the convergent validity section, 750 people for the structural validity section and 100 people for reliability. The samples were selected by cluster sampling method. The research data were collected electronically by sending the questionnaire link to the participants' mobile phones through two scales of teacher empowerment of Ozkan Hidiroglu and Tanriyogen and psychological empowerment of Spreitzer and Mishra. To examine the validity of the scale, content validity, concurrent validity, and factor analysis methods were used. The reliability of the scale was examined using internal consistency and split-half reliability methods. The results showed that the scale has content and concurrent validity (P<0.001). The results of exploratory factor analysis showed that the teacher empowerment scale consists of four factors and has appropriate validity. Confirmatory factor analysis also confirmed the four-factor model. Cronbach's alpha coefficients for the whole scale and subscales ranged from 0.81 to 0/94, indicating the appropriate reliability of this scale. The 37-item teacher empowerment questionnaire can be used to assess teacher empowerment

Digital literacy competencies play a pivotal role in teachers' professional development. However, the absence of effective instrument for measuring teacher digital learning has hampered researches in this area. The aim of this study was to investigate the psychometric properties of Zimmer, McTigue and Matsuda (2021) Digital Learning Identity Questionnaire. The research method was survey. The statistical population of the study was all school teachers in Mashhad who were teaching in the academic year 1399-1400. Using the available sampling method and based on Cochran's formula, the sample size was 420 people. The questionnaire was distributed and completed electronically after translation and validation by experts. Confirmatory factor analysis was used to determine the validity of the structure and internal consistency method (Cronbach's alpha) was used for reliability. The results of confirmatory factor analysis confirmed the fit of the model and the structure of the internal relations of the items. Cronbach's alpha coefficient for the digital learning identity questionnaire was 0.97 and for self-regulated learning (0.86), Knowledge Resources (0.91), Attitude (0.91), efficacy (0.91), knowledge achievement (0.91) and challenge (0.90) were obtained.

Teachers' digital learning identity questionnaire has acceptable psychometric properties and can be used as a valid instrument in research.

The purpose of this research was to construct and validate the family intelligence questionnaire. This research was practical and tool development type. The statistical population for the preparation of the tool includes parents and students of the fifth grade of elementary school in Kermanshah who were studying in 1400-1401 and their number was reported 1000 according to the report of the Education Organization, which was a targeted sampling with inclusion criteria. (Families that scored high in the research tool including Epstein Family Function and the age of entering the research is 12 to 65 years old) 40 people were selected until theoretical saturation and were subjected to in-depth interviews, and in the second part of the statistical population to evaluate the validity of the questionnaire, including professors of psychology and counseling 15 people were selected with the entry criteria of having a doctorate degree and having at least 5 years of family-related work experience up to theoretical saturation. To determine the face validity of the tool, it was first examined among 30 families of the community, then exploratory factor analysis, first and second order factor analysis was used to confirm the research data, and Cronbach's alpha was used to measure its reliability. The findings showed that in terms of the factor structure of the 30 items of the questionnaire, it can be reduced to the components of communication skills, common goals and strategies, cohesion, spirit of effort and foresight, ability to solve problems and desire for group knowledge, as well as the results of confirmatory factor analysis. It showed that the six-dimensional model of family intelligence has a good fit and Cronbach's alpha coefficient was reported as 0.972. The coefficients in all components are higher than 0.7, so it can be said that the questionnaire has good reliability.

The purpose of this study was to investigate the validity and reliability of the wisdom questionnaire. The population was all the citizens living in Hamadan. in doing so, 440 individuals were selected by convenience sampling procedure. Then, in order to collect data, a researcher-made questionnaire was administered to the participants of the study. The results of factor analysis showed that 58 items from 121 items were eliminated and the opening of the experience was removed from 9 dimensions and 63 items showed high factor loading. Findings indicate that 8 dimensions of the questionnaire had a total variance of 41.81%. Cronbach's alpha reliability coefficient and the test-retest of the wisdom questionnaire were 0.85 and 0.87, respectively, which indicates an acceptable level of reliability. Therefore, coordination between dimensions with total score is acceptable. The validity and reliability of the researcher-made questionnaire are at the acceptable level and indicates that the questionnaire is good enough.

Usually, the dimensions or factors of a test are examined by analyzing the data obtained from its implementation using the statistical methods of exploratory and confirmatory factor analysis. Over time, depending on different theoretical models, different methods have been proposed to determine the number of dimensions or factors. The purpose of this article is to review the major commonly used methods for this purpose and to examine their strengths and weaknesses.

To achieve this goal, methods for determining the numbers of dimensions of test data are described and their performance in real data are discussed, and finally the conditions of use of each of them are described.

The application of different methods of determining the dimensions or factors requires the researcher's insight and understanding of the basics and principles of these methods, the nature of the data and the conditions contained in them.

Different dimensional approaches provide reliable results only under conditions commensurate with their nature. Otherwise, the analysis performed with different approaches is not reliable.

The purpose of this research is to identify the necessary indicators to design a suitable model of transformational management for secondary schools.The research was conducted through a mixed (qualitative-quantitative) approach. In the qualitative phase, the Foundation's data method was used, and semi-structured interviews were used to obtain the research model, and the research community consisted of selected experts, including university professors and general managers of education, who had expertise and experience in the subject. For this purpose, 30 samples were selected through non-probability targeted sampling and theoretical saturation approach. In the quantitative part, the statistical population, including all principals and teachers of secondary schools in Ardabil city, in the academic year of 1399-1400, was 1714 people, using the table of Karjesi and Morgan (1970), through the simple random sampling method, 314 people It was selected as a sample of the research, then a paired comparison questionnaire was prepared and completed by managers and related teachers. Validation of the qualitative part was done by retest method, and in the quantitative part, the method of content validity index and Cronbach's alpha coefficient was used, which indicated the validity and reliability of both qualitative and quantitative parts. The results showed that facilitating factors in planning and education; Management and maintenance of human resources; creating innovation; supportive leadership; self-management; motivational leadership; Organizational performance management system design, effectiveness and strategy are the key factors of transformational management. Also, the fit of the transformational management model was confirmed using the factor analysis method.

The aim of this study was to construct and validation of the Spiritual health of couple relationships questionnaire based on Islamic texts (the Holy Quran and narrations in books before the fifth century AH in the book Narration of Mizan al-Hikma). To extract the conceptual components of the spiritual health of couples' relations and compile items from the method of qualitative content analysis of Mayring (2004) and evaluate the opinions of experts by selecting 10 experts by purposive sampling method and validate the questionnaire by survey method in a sample of 205 people Married students of Qom University and Qom Branch of Azad University have been used. To measure the validity of each component (and micronutrients) and items, in particular, the opinions of the evaluators are used to measure the content validity index (CVI) and content validity ratio (CVR). In this research, data analysis was performed using version 26 of SPSS software. The validity of the criterion by calculating the correlation coefficient of the present questionnaire and estimating the value of marital intimacy needs of Bagarozi (2001) dimension of spiritual intimacy is 0.861 and is significant at 0.01. The result of construct validity test using exploratory factor analysis method was a factor of 3 with a load higher than 0.3, which makes a total of 71.435% of the total variance of the marital relationship health questionnaire. The obtained factors were: spiritual affection, spiritual confrontation and spiritual etiquette. The validity of this questionnaire is 0.702 by calculating Cronbach's alpha and also by calculating Spearman-Brown coefficient is 0.946 and Guttman halving coefficient is 0.943. As a result, the Couples' Spiritual Health Relationships Questionnaire can be used as a tool for valid psychometric properties in psychological research.

The purpose of this study was to identify teachers' organizational citizenship behavior and construction and validation of a questionnaire for teachers' organizational citizenship behavior to assess them. The research method is descriptive survey. The statistical population of this study includes all secondary education teachers (districts 1 and 2) during the 1399-1400 school year in Kerman city .Sampling method was available in this study that in the preliminary implementation of the sample size of 30 people and in the final implementation of 384 teachers were selected as the sample size.To collect the data, teachers' organizational citizenship behavior questionnaires developed by the researchers of the present study (including 35 questions and 5 dimensions), organizational bullying of Inerson et al. (2009) and organizational citizenship behavior of Padsakov et al. (1990) were used. Research data were used through descriptive statistics, exploratory factor analysis and confirmatory factor analysis. The overall reliability of the questionnaire was 0.95 using Cronbach's alpha method. . In the present study, content and structural validity were used to assess the validity of the questionnaire, and the results showed that all items of the questionnaire had high validity. As a result, all items of the questionnaire measure the teachers' organizational citizenship behavior, and the questionnaire has significant reliability and validity and can be used to measure the teachers' organizational citizenship behavior.

The main purpose of the present research is to do a survey on the constituents of High-Performance Work Systems in Noshahr Marin Sciences University. The population included the whole employees of Noshahr Marin Sciences University. 200 employees were selected by simple random method. The research instrument was Dimitrios and et al. (2016) High-Performance Work Systems questionnaire which consisted of 31 items with dimensions of recruitment & selection, training& development, decision making, performance management, job clarity, employee autonomy, employment security with Cronbach’s Alpha of 0.96. The results of factor analysis and principal components analysis using a varimax rotation showed that building blocks of high-performance work systems include performance management, training & development, recruitment & selection, employment security, Job autonomy. Performance management showed the highest contribution to the construction of High-Performance Work Systems in Noshahr Marin Sciences University.

MACH-IV has been extensively used in personality psychology. The present study aimed to translate and validate MACH-IV in Iranian context.

Following a standard back-translation technique, MACH-IV was translated into Persian. A preliminary discussion group with 20 students from university of Tehran improved the readability of the scale. A sample of 299 participants was recruited using snowball sampling method. Item analysis, factor analysis, parallel analysis, convergent validity assessment, and internal consistency evaluation were performed to ensure validity and reliability of the Persian version of MACH-IV. Dirty Dozen (DD) was used as a convergent measure.

item analysis suggested that 3 items (items 14, 17, and 20) did not have psychometric sufficiency in Iranian context. Remaining 17 items were subjected to an exploratory factor analysis with varimax rotation. Parallel analysis suggested 2 factors to be retained. These two factors were labeled as cynical worldview and manipulative tendency. MACH-IV and its subscales converged with Machiavellianism subscale of DD strongly. Internal consistency coefficients of the two subscales and total MACH-IV were 0.73, 0.66, and 0.74 respectively.

the 17-item Persian version of the MACH-IV has adequate psychometric properties to be used in research and subclinical settings.

The purpose of this study was to confirm the confirmatory factor analysis Ambidexterity leadership model of university administrators in higher education. The research method was exploratory mixed (qualitative-quantitative). The statistical population of the research in the qualitative part consisted of experts in the field of higher education and in the quantitative part consisted of faculty members of public universities in Tehran (N = 4794). In the qualitative part by theoretical sampling method with 11 higher education experts and in the quantitative part 360 people were selected using Morgan sampling method. The research instrument was a semi-structured interview in the qualitative part of the interview and content analysis method was used to analyze the interviews. / 0-954 / 0). Data were analyzed by Spss and Lisrel software. Using structured equation modeling techniques and confirmatory factor analysis, the designed model was validated and its validity was assessed. The Ambidexterity leadership model was presented in the form of 5 components and 28 measurable variables, which include individual competencies, ethics and service, comprehensive leadership, mass communication leadership, coordination and flexibility, and factors affecting Ambidexterity leadership. The results of confirmatory factor analysis showed that the identified components have a significant factor load and show a good fit.

The main purpose of this study is exploratory factor analysis of factors measuring the brand equity of Kurdistan University. The research was conducted in two stages: designing a brand equity questionnaire and factor analysis with maximum likelihood. In this way, the equity assessment questionnaire for the university brand was first designed by higher education experts of Kurdistan University. In the next stage, using the perspective of Kurdistan University students, its exploratory factor analysis was prepared.

In terms of purpose, the present study is applied and in terms of method, it is a mixed research of successive exploratory type, first qualitative and then quantitative. The research community in the qualitative department was experts in the field of higher education at Kurdistan University. The number of samples: Five experts were determined by the purposive sampling method. Data collection tools include questionnaires and semi-structured interviews. To determine the reliability of the interviews, two methods of member check and peer review were used. Open coding method was used to analyze the texts and interviews. The community of the quantitative section included students of Kurdistan University; The number of samples is 400 students by relative sampling method. The collection tools of this step include a researcher-made questionnaire. To evaluate the validity of the questionnaire, face and content validity and reliability of the questionnaire were used by Cronbach's alpha method. For statistical analysis of data, exploratory factor analysis using the maximum likelihood method has been used.

The results of the first phase of the study were 87 items to measure the brand equity of the university. Also, in the second stage, the items measuring the university brand equity were classified into two external and internal underlying factors. Four factors; Students' academic credibility, reputation, feeling and emotion as external underlying factors and five factors; Empowerment and efficiency, alumni affairs, student services, infrastructure and financial dimension are categorized as the underlying factors of measuring the intrinsic brand equity of the university. In the next step, the items of each factor are extracted. In general, the results show that these factors are suitable for measuring the brand equity of the university. Accordingly, it is necessary for the university in the first stage to have a proper evaluation of its brand according to the proposed factors, and in the next stage to plan, implement and follow the special value strategy of its university brand.

Today, corruption has become a serious issue in the higher education system, and thus different researches have studied the issue. But what can be seen in these studies is that there is a lack of clear and acceptable definition of indicators and components of academic corruption among researchers. This issue has gone so far that even the definition of corruption depends on the social and cultural context. Thus, it seemed necessary to design a questionnaire to measure university corruption in Iran according to its context.

The purpose of this study was to determine the components of the Academic Corruption Questionnaire in the faculty members of Iranian higher education. In addition, the current research sought to assess the validity and reliability of the university corruption scale.

  The method of the present study was correlation research based on factor analysis. The population of the study included faculty members of the University of Tehran (Faculties of Educational Sciences and Basic Sciences), Allameh Tabataba’i University (Faculties of Psychology and Educational Sciences and Social Sciences), Amirkabir University of Technology (Electrical Engineering and Medical Engineering), Semnan University (Faculty of Humanities and Psychology Educational) and University of Kurdistan (Faculties of Humanities and Basic Sciences). In total, the research population was 420 faculty members. By using stratified random sampling method, a total of 200 faculty members were selected as the sample based on the Cochran's formula. The method of data collection in the research was field study. Namely, the questionnaires used were distributed among the faculty members and after completing and returning the questionnaires, the necessary data were extracted from them. The measurement tool in the present study was a researcher-made academic corruption questionnaire. The questions were designed in five ranges 1 (strongly disagree) to 5 (strongly agree). The questionnaire was given to 5 professors and experts of higher education, and they confirmed the content validity of the questionnaire and the appropriateness of the questionnaire items. Then the questionnaire was tested on 30 sample people and the problems related to translation were solved. In this study, Cronbach's alpha coefficient in the initial implementation was 0.90.

Factor analysis by principal component analysis and orthogonal rotation (varimax) was conducted and the analysis showed 4 dimensions included educational, research, communication and administrative-managerial factors. A total Cronbach's alpha coefficient was 0.88. And for other factors were calculated 0.82, 0.79, 0.89 and 0.72, respectively. In addition, confirmatory factor analysis using fit indices in 4 factors has been confirmed. Finally, this scale of academic corruption can be used as a valid and reliable tool in measuring the academic corruption of the higher education community. 

  Findings from exploratory factor analysis showed that all items of academic corruption are loaded in four components: academic corruption, educational corruption, research corruption, communication corruption and managerial-administrative corruption. The analysis of the materials showed that this scale has appropriate psychometric properties and all its materials effectively participate in the academic corruption scale.

The aim of this study was to conduct a test for diagnosis of behavioral problems in male and female, elementary school students in Tabriz and to investigate its validity and reliability. The research method is descriptive of correlation type. The statistical population consisted of all male and female elementary school students who were studying during academic year 2019-2020. A total of 1374 elementary school male and female students were selected as sample members by available sampling method, then mothers of the same students answered the questions of children's behavioral problems diagnosis test and finally the test was constructed based on DSM-5 criteria using factor analysis method. The results of exploratory factor analysis introduced principal component analysis with independent varimax rotation of seven factors, respectively, with the titles of conduct problem, mere hyperactivity, mere attention deficit, academic learning, separation anxiety, oppositional defiance, and social communication, which together explained 32.30% of the total variance of variables. All seven factors and the whole questionnaire had appropriate validity. In addition to face and content validity, the Eigen value method was used more than 1 and the results showed that both the seven factors and the whole test had good validity. Cronbach's alpha coefficient was 0.61 to 0.79 for the reliability of the seven test factors and for the whole test (α=0.90). The mean prevalence of behavioral problems in children in the sample group was 10.4% in the seven obtained factors. Due to the desirable behavioral characteristics of children's behavioral problems diagnosis test, this test can be used to diagnose the seven problems obtained for screen, prevention or treatment in clinical or research work.

The aim of the present study was to investigate the psychometric properties of Bashir and Bala’s scale for measuring academic dishonesty. Participants in the study were 452 undergraduate students (163 men and 289 women) at Shiraz University in the academic year 1398-99. They completed the scales of Bashir and Bala’s academic dishonesty, Khormaei and ghaemi’s moral character, Bandura et al.’s moral disengagement, Rimkus’s cheating, Goldberg’s conscientiousness, Akbay et al.’s academic responsibility, and Savari’s academic procrastination. The reliability of the scale was assessed using Cronbach's alpha method; on the other hand, confirmatory factor analysis, internal consistency and correlation with other scales were the measures taken to determine its validity. The results of confirmatory factor analysis confirmed the six factors of cheating in examination, plagiarism, outside help, prior cheating, falsification and lying about academic assignments underlying the academic dishonesty scale. The results of the correlation with other tests also confirmed the convergent and divergent validity of the scale. Cronbach's alpha also revealed the acceptability of all the coefficients pertaining to the internal consistency of the subscales and the total score of the scale. The results suggest that Bashir and Bala’s academic dishonesty scale yields quite reliable and valid results for Iranian students and has the necessary efficiency to measure academic dishonesty in the six dimensions the scale specifies. The results are discussed based on research and theoretical evidence.