فصلنامه اندازه گیری تربیتی
پیاپی 44 (تابستان 1400)

Although rasch tree model analysis has been introduced to identify Bias questions in various tests, little research has been done. The purpose of this study was to use the rasch tree model and to investigate the intervening factors in revealing the differential action of the test questions. To answer the research questions, the method of simulation studies and data of the specific test of Amin University of Law Enforcement Sciences were used. The present research is applied in terms of purpose and descriptive in terms of method called psychometric research. The statistical population of the special exam of Amin University of Law Enforcement Sciences in 1398 with the number of 2414 people has been analyzed in full. The DIFtree package in R software was used to determine the detection rate of the differentiation Item Functioning using the rasch tree model. The results of the simulation study showed that the rasch tree model detects the differentiation Item Functioning in samples with a volume of more than 1000 subjects as 100%. The results also showed that in the specific exam of the University of Law Enforcement Sciences, 9 questions have differentiation Item Functioning, in the most important of which, 7 questions in the mathematics group with 18 years of age (second category) and 6 questions in the mathematics group with 19 years of age (category First) has a bias towards the experimental sciences group (third category) and the orientation of the bias has been in favor of the first and second category and to the detriment of the third category.

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 is to designing the Structural Equation Model of bystander’s behavior of bullying in school based on moral disengagement and moral sensitivity with the mediation role of empathy. The target population of this study was male and female secondary school students in Lorestan province in the year of 2018-2019. The total of 617 students were selected through cluster sampling. Participants responded to the scale of Mechanisms of Moral Disengagement Scale (MMDS), Ethical Sensitivity Scale, Participant Role Scales and Self-Importance of Basic Empathy Scale (BES). The results showed that the research model with the research data was good fitness and acceptable. The results of structural equation modeling shows that moral disengagement and moral sensitivity associated with bystander’s behavior. In other words, those who have high moral disengagement and low moral sensitivity behave more harmfully. In addition, the results indicate that empathy have a mediator role in relation between bystander’s behavior of bullying in school, moral disengagement and moral sensitivity. n total, seems that empathy can serve as a mediator or mechanism in the relationship between moral disengagement, moral sensitivity, and bystander’s behavior of during bullying, resulting in more positive outcomes and fewer negative outcomes for individuals.

The purpose of this study is to present a rhizomatic model and develop it to foster students' creativity. To achieve this goal, a combined approach and experimental nest model were used. To implement this plan, first some lessons from the common textbook of experimental sciences of the sixth grade were organized using the rhizomatic education model, then this collection was reviewed and approved by experienced teachers. In the next stage, three girls' primary schools were selected from Kermanshah and one class was selected from each school (homogeneous schools with almost similar conditions). These three classes were named with reference class, method class and content method class, respectively. This project was implemented for 6 weeks and one session per week. The reference class was trained in the normal way. In the rhizomatic teaching method, the students learned the content of the common book, and in the method-content class, the students experienced the designed content with the rhizomatic teaching method. At the end of the course, all three classes took the Torrance Creativity Test and the Researcher Test. Quantitative findings were analyzed by analysis of covariance and the results showed that the implementation of rhizomatic educational model in different experimental groups fosters students' creativity. In the qualitative section, teachers' views on the development of creativity in the dimensions of fluidity, initiative, expansion and flexibility were examined. In other stages, quantitative and qualitative findings from teachers' opinions were compared and the positive effect of rhizomatic educational model on fostering creativity was confirmed.

Research has shown that mental energy is an important factor in many domains, including athletic performance. Therefore, the aim of this study was to determine the validity and reliability of the Persian version of the Sports Mental Energy Questionnaire. The research method was applied and tool development. The study population includedall male and female athletes in Urmia city in different sports; From this population, based on Morgan sample size determination table, 283 athletes were selected by available sampling method. The athletic mental energy questionnaire Lu et al (2018) was used as a research tool. The questionnaire was presented to the athletes after translation into Persian and approval by three experts and then analyzed. To evaluate the construct validity and determine the factor structure of the questionnaire, confirmatory factor analysis based on structural equation modeling was used and the reliability of the questionnaire was assessed using Cronbach's alpha coefficient. The confirmatory factor analysis showed that the six-factor model, the three-factor of the affective components (vigor, tireless, and calm) of AME and and the two-factor of the cognitive components (confidence and concentration) of AME) as well as motivation has a acceptable goodness of fit with the data in the sample of athletes. Cronbach's alpha results above 0.70 for all factors also indicate the appropriate reliability of the Athletic Mental Energy Questionnaire. The findings suggest that this measurement tool with good validity and reliability can be used to assess the athletic mental energy in Iranian athletes

The present study was conducted with the aim of designing and validating a scale for measuring the quality of virtual education of professors from the students' point of view. This research is an applied research in descriptive-correlative manner. The statistical population of this study was all students of Bu Ali Sina University of Hamadan who participated in the evaluation of professors. The statistical sample size was 500 people who were selected by relative random sampling. The 15-item e-learning quality model was designed in five dimensions: educational strategies, educational content, evaluation activities, interaction and responsiveness, and effectiveness; Then, using statistical techniques of content validity ratio and confirmatory factor analysis, tool validity was reviewed and Finally, Cronbach's alpha method was used to determine the reliability of the tool. The results showed that the structure of e-learning quality model according to the content validity ratio (0.76) and confirmatory factor analysis that the value of goodness-of-fit index (GFI) is equal to 0.967, comparative fit index (CFI) is equal to 0.994 and adjustmented goodness-of-fit index (AFGI) equal to 0.924 and root mean square error of approximation (RMSEA) equal to 0.052 was confirmed. The instrument also had good reliability with total Cronbach's alpha values (0.988).