فصلنامه اندازه گیری تربیتی
پیاپی 43 (بهار 1400)

Morality is recognized as a context and culture dependent concept and the correct measurement of morality by means of valid and appropriate instruments of the related context and culture has always been the focus of psychologists. The main purpose of this study was to develop a scale for assessing morality in Iranian adolescents and to validate this scale. The research method was a mixed method and the design was exploratory and tool development. The research sample in the quantitative section consisted of 1823 first grade male and female students in districts 4, 2, 3, 16 and 11 of Tehran who were selected by multistage sampling.In the qualitative section after the qualitative analysis of the interviews, it was determined that Iranian adolescents define ethics in seven categories: justice, care, moral agency, moral sensitivity, moral responsibility, moral motivation, and personal values. Using qualitative findings, the moral tool was constructed and after preliminary implementation, the validity and reliability of the original sample was assessed.The content validity of the scale was confirmed by experts and with CVR index of 0.91. The criterion validity was assessed by running the Davies Empathy Questionnaire (1983) and the correlation coefficients of the two questionnaires. The construct validity was confirmed by second-order factor analysis as well as the mean variance extracted (AVE). The reliability of the instrument was confirmed by internal consistency and Cronbach's alpha coefficients (0.87) and composite reliability test for components ranged from 0.72 to 0.87. According to the results of this study, the instrument of moral development of adolescents for measuring this construct in Iranian samples has good reliability and validity.

Wisdom is one of the highest virtues and in the vast range of social activities, it ultimately improves itself and society. this study was aimed to examine the psychometric properties of The San Diego Wisdom Scale (SD-WISE). For this purpose, a sample of 350 students of Allameh Tabatabai University (223 females and 132 males) was selected by Stratified random sampling. and answered the SD-WISE questions, which consists of the six components of Social Advising, Emotional Regulation, Decisiveness, Insight, Pro-Social Behaviors, Tolerance for Divergent Values. The statistical characteristics, item analysis, validity coefficients, and exploratory and confirmatory factor analysis were used to assess the psychometric properties of the scale. The reliability of the questionnaire was calculated based on Cronbach's alpha equal to 0.81. The correlation between this scale and the three-dimensional wisdom scale was 0.56, which indicates the validity of the questionnaire.The results showed that after several runs of factor analysis and extraction of different solutions, five factors were extracted using the varimax method. Percentage of the variance shared by variables for the five factors, overall, can explain 54.236 percent of the total variance of variables. In addition, the model of confirmatory factor analysis was used to confirm the extracted factors, for which two models were compared and evaluated: the factor structure of the original version and the factor structure derived using the LISREL measurement model. The fit indices showed that the derived five-factor model has better fitness to the data than the original model.

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.

Nonresponse is an inevitable challenge to large-scale studies and can result in wasting money, time and human resource involved in data collection and can also prevent the studies from obtaining their objects especially scores distribution. Imputation methods have thus been invented to estimate item nonresponses in order to make inference from a completed data set. Using a simulation study on a real data set in the form of a multivariate experimental design, this paper evaluates the accuracy of three models including cumulative logit model, graded response model and explanatory item response model. The results show that the imputed values of all three models are acceptable under random nonresponse mechanism although the imputed values of the explanatory item response model are always more accurate than those of the other models. If nonrandom nonresponses are occurred, explanatory item response model has acceptable imputed values only at 5% nonresponse rate and the other models are not accurate at all. The results also show that it is more accurate to impute individual item nonresponses and then compute the total score instead of directly imputing the total score.

The aim of this study was to construct and validate the students' multiple contextual intelligence test based on Cheng (2000) model of multidimensional intelligence theory. In this model, the most central type of intelligence, namely learning intelligence, which means the ability to learn and think creatively and critically and optimize the use of bio-physiological abilities, is located in the center and heart of the communication model and five other types of intelligence, namely social and cultural, Economic, political and technical are in interaction with it. The research method is survey and the statistical population of this study includes undergraduate students of public and private universities in Iran in the academic year of 1397-98, from which 200 people were randomly selected in clusters, which after excluding incomplete questionnaires reduced to 161 people. This test was organized into 6 components of learning, social, cultural, economic, political and technical intelligence and in the form of 32 questions. After obtaining the appropriate validity and reliability of this test, the data were analyzed using Amos software. After determining the suitability of the model using the fit indices, the results indicated a weak factor load of 5 questions that were removed from the test and the final form of the test was approved. Other results showed that except for the significant and positive two-way relationship between technical intelligence and political intelligence, the relationship between the other paths was not significant; therefore, different types of intelligence components are contextual and have relative independence from each other.

The objective of the present study was to determine the share of variables with variations in marital intimacy levels. This study is among fundamental studies and in terms of data collection and analysis is a descriptive and correlational study with structural equations modeling method. The statistical population of this study included all married women who referred to Tehran health houses in 2019. For this purpose, 320 women functioned as the sample and finally, considering the potential drops, 350 women were selected as the final sample of the study. The sampling method of this study was multistage cluster sampling. Therefore, of the health houses in Tehran, 10 houses were selected randomly and then, 35 married women were selected from each house and questionnaires were distributed among them. To gather information, Marital Intimacy Questionnaire (MIQ), Scorner and Friedlander Differentiation Scale (1998), Eidelson and Epstein Relationship Beliefs Inventory (RBI), and Sexual Satisfaction and Marital Commitment and Marital Life Quality Scale were used. Also, in order to test the hypotheses, structural equation modeling with PLS was used. The research findings showed that self-differentiation has no direct effect on marital intimacy. Relationship beliefs, sexual satisfaction, marital commitment, and marital life quality have a direct effect on martial intimacy. Marital commitment affects marital intimacy (0/35) that is significant at p>0/01. Also, marital quality affects marital intimacy (0/136) that is significant at p>0/01. Therefore, each variable has an indirect effect (marital and life quality) on marital intimacy.