فصلنامه اندازه گیری تربیتی
پیاپی 23 (بهار 1395)

In the second of the 21 century along side with improving of technology we confront with a disorder as nomobophobia that mean is the fear of being out of mobile phone contact.
the present research aims to study construction and psychometric properties of the nomobophobia questionnaire.
using the ratio random sampling method, 363 subject including males and females were selected from among the student of the humanistic sciences in the state of universities of Tehran in 1393-1394
the results of the factor analysis showed that the nomobophobia questionnaire consisted of 17itemsas well as the three factor of anxiety, depression and conflict. This questionnaire administrated with semantic differential scale that consist of 47 items that were reliable and valid.
This questionnaire administrated with semantic differential scale that consist of 47 items that were reliable and valid.

Aims:Thepresent research aimed to evaluate the factor validity of Motivated Strategies for Learning Questionnaire (MSLQ) in a group of Iranian students.
The population included all third-grade students who were studying Humanities in Tehran. Using multi-stage cluster sampling, a total number of 337 students (176 females and 144 males) were selected and answered the MSLQ. In order to determine the factor validity and internal consistency of the Questionnaire, confirmatory factor analysis and Cronbach's alpha coefficient were used respectively.
Findings: Confirmatory factor analysis showed that the factor structure of the questionnaire was appropriate to measure intrinsic goal orientation, extrinsic goal orientation, task value, control of learning reliefs, self-efficacy for learning and performance, test anxiety, rehearsal, elaboration, organization, critical thinking, meta-cognitive self-regulation, time and study environment, effort regulation, peer learning, and help seeking which could empirically support the internal validity. In addition, the internal consistency coefficient for the questionnairesubscales was reported as 0/78 to 0/91.
providing some evidencesfor supporting the theory of self-regulated learning, findings of the research showed that the MSLQ possessedgood psychometric propertiesand consequently can be used as a diagnostic and research instrumentfor measuring the cognitive and metacognitive strategiesin Iranian sample.

High school final exams are one of the most decisive tools for scientific assessment of students. Given the importance of this examinations, carried out systematic research on the quality and functionality of their questions is necessary to separate volunteers.
Aim: The aim of this study is to determine the psychometric properties and capabilities of the final exam questions in the field of experimental biology and Persian literature in the selection of candidates for admission to undergraduate courses.
The population, all of the questions of the third year high school final exams string in June 2011. For determining the psychometric properties of these questions, performance of 600 students, selected randomly, in aforementioned lessons in the school districts of the city of Khorramabad were used.
Findings: Estimated reliability coefficient in biology and Persian literature was determined by Cronbach alpha, (0.97, 0.96). According to CTT, the average coefficient of difficulty and discrimination in Persian literature and biology test were (0.65, 0.57) and (0.50, 0.65) respectively. In analyzing the IRT; two-parameter model fitted to the data revealed more. Also, in IRT models, the average difficulty and discrimination of questions for Persian literature and biology courses were (-0.69, 1.03) and (-0.09, 0.96) respectively. The most informant rate for two tests of Persian literature and biology, belongs to levels of ability which are (-0.7, 0.1) respectively, the agreement between the CTT and IRT in terms of discrimination parameter the two courses, were (%98.36, %93.59) respectively.
Due to the important decisions based on high stakes tests, implications of final examinations in the selection of candidates were discussed.

Aim: The main purpose of the present study was to investigate psychometric properties of the Emotional adjustment Measure (EAM, Rubio, Aguado, Hontangas& Hernandez, 2007) among Iranian university students.
324 university students (130 male, 194 female) completed the EAM, the Perceived Stress Reactivity Scale (PSRS, Schlotz, Yim, Zoccola, Jansen & Schulz, 2011) and the Health-Promoting Lifestyle Profile-II (HPLP-II, Walker, Sechrist& Pender, 1995). The confirmatory factor analysis method and internal consistency were used to compute the EAM's construct validity and reliability, respectively. Also, in order to examine the construct validity of the EAM, we computed correlations between different dimensions of EAM with different dimension of Perceived Stress Reactivity Scale and Health-Promoting Lifestyle Profile-II.
The results of confirmatory factor analysis indicated that 2-factor structure of the EAM consisted lack of physiologic and emotional arousal regulation factor and hopelessness and wishful thinking factor had good fit to data in the Iranian sample. Also, correlational analyses between different dimensions of EAM with different dimension of Perceived Stress Reactivity Scale and Health-Promoting Lifestyle Profile-II provided initial evidence for the EAM construct validity. Cronbach’s α coefficients ranged from 0/84 to 0/91 for total factor and its dimensions.
In sum, these findings provide evidence for the validity and reliability of the EAM as an instrument to measure of emotional adjustment among Iranian university students.

This paper aimed to explain relative efficiency of educational departments of Zanjan province using Data Envelopment Analysis (DEA) technique. The study used quantitative approach and a descriptive-cross sectional methodology by investigation in official documents. To determine the efficiency, using a questionnaire, viewpoints of experts about input and output variables were gathered and then the appropriate ones were seleceted by Borda technique. By using Slack method, from 14 education offices, seven offices determined as efficient and the others as inefficient. To use the findings of the research in planning and benchmarking, optimum values of each education offices were presented to be used as quantitative objectives in goal setting and planning.

The development and foster of Research spirit is one of the formal education system goals that will bring change and innovation for students. The purpose of study was construction a tool for measuring student's Research spirit .The method of study was Descriptive (Survey- testing). For the first stage of study, dimensions of research spirit were identified by review of theoretical foundations of research spirit and developed items for pilot study. A sample of the 1425 girl students were selected by probability and non-probability Sampling (cluster-convenience sampling). The validity of questionnaire was studied by Content validity, professional judgment, Factor analysis and criterion validity and the reliability of questionnaire was calculated by test-re-test and internal consistency of Cronbach's alpha. Analysis of questions was determined by the correlation with scores of the scale and impact of the removal of questions on variance and reliability. Correlation of Convergent validity of the scale with Critical thinking orientation scale was 0/45 (sig ≤ 0.001). The result of factor analysis showed fourth factors: Perseverance, impulsive practice management, curious and the ability to perform team working. The reliability of scale by using test-retest after 15 days was 0.80 and the internal consistency with Cronbach's alpha was 0.81. Therefore, according to results of reliability and validity, the scale of Research spirit can be used by researchers as appropriate test.

The complex process of assessment enforces EFL teachers to make professional decisions conforming their classroom realities to external non-achievement factors. EFL teachers have based the decision for scoring on their knowledge, beliefs, expectations, and learning. Therefore, the present study aims at investigating high school EFL teachers’ decision making as to scoring in Tehran. Factors influencing their decision making in scoring have been taken into account. To collect data required, a questionnaire was distributed among 348 senior and pre-university EFL teachers of high schools in Tehran. Descriptive analysis of the data revealed that the teachers consider both achievement factors and non-achievement factors such as students’ effort, assignment, and study habits in their scoring. It was also shown that EFL teachers used different types of assessment like performance assessment, assignment-oriented assessment teacher—made assessment and paper and pencil tests. Separate MANOVAs revealed that different external and internal factors such as the grade level of teaching, assessment training affected their scoring. Generally, the findings of this study contributed EFL teachers in their decision as to scoring and particularly EFL teaches in Tehran high schools.

Researches on academic achievement has demonstrated multiple factors including self-assessment, interest and anxiety are involved. This research is enforced with the aim of normalizing Thomas& Dowker's Math Attitude and Anxiety Questionnaire .
The statistical universe of this research was the boy and girl students, in the fourth base of Tehran's public elementary schools in the educational years 2014-15. According Cohen's table (2000), 398 students were simple random sampling selected as samples. To evaluate reliability, cronbach's alpha coefficient, parallel test and test-retest methods, and for evaluating the validity, Exploratory and Confirmatory factor analysis were used.
Cronbach alpha was for the total scale 0.6, and four subscales of self-assessment, Interest, Worry and Anxiety, 0.88 ,0.86 , 0.82, 0.86 . Cronbach's alpha between the two times Inventory was 0.8 Confirmatory factor analysis indicated this Questionnaire has 4 operating with optimal fit index. Pearson's correlation coefficient for the relationship with Zank Anxiety scale was 0.72.
According to the results, MAAQ is a valid and reliable tool to identify type of attitude and degree of math anxiety in students.

Researchers describe anxiety as a negative emotional state of restlessness, agitation, worry and somatic activation or arousal. The aim of this study was to examination psychometric properties of the Persian version of the Revised Competitive State Anxiety Inventory-2 in athletes.
population of this study was whole of the Tehran's athletes. 376 questionnaires were completed by 16-44 years old athletes who took part in different fields. To assess of the inventory's construct validity, the exploratory factor analysis (EFA) is used in order to determine count of the factors, and the confirmatory factor analysis (CFA) is used in order to befit the measurement models. The inventory's reliability is calculated by using of the internal consistency method. To assess of time reliability by using of test-retest method, correlation coefficient was used. Data were analyzed by SPSS and LISREL softwares.
The findings of this study showed that the Persian version of the inventory supports main structure, thus validity and reliability of this inventory is confirmed.
anxiety is a factor can influence on sport performance of athletes, therefore, according to the results of this study, recommended that the Persian version of the revised competitive state anxiety inventory -2 be used to consider state anxiety of athletes.