نشریه روان سنجی
پیاپی 37 (تابستان 1400)

In the present Research, the psychometric properties of the third version of the system of assessment of children's behavior in students with learning disabilities were discussed. The main question was thus elaborated on whether the third version of the system for measuring children's behavior in students with learning disabilities characterized by Is it desirable to have a psychometric measurement? The present research is in the field of psychometric planning. The present Research population is comprised of all students with learning disabilities who have referred to Tehran's learning disability centers. Therefore, 120 samples were selected as sample through a targeted sampling method. The third version of the child's behavior assessment system, which has a valid and reliable validity in the original version, was selected. Finally, the results of the research showed that the third version of the child's behavior assessment system using two alpha-Cronbach methods and Spilit-halph with Spearman-Brown correction was used to examine the validity coefficients of the coefficients of 0.84 and 0.83 Which indicates that the internal consistency is desirable; also, the coefficient of stability in the present Research is 0.83 which indicates the repeatability of the Instrument. Finally, in order to verify the validity of the construct, confirmatory factor analysis was used and it was determined that the share of factor loading is the third version of the child behavior assessment system 67/03 and, given that it is more than 40%, it is stated that The third version of the children's behavior assessment system for emotional and behavioral screening is appropriate for students with learning disabilities and the questions of the Instrument can be used to screen the emotional and behavioral patterns of students with learning disabilities. Also, in accordance with the concurrent criterion, the correlation between the emotional and behavioral screening system with the Rutter behavioral disorder questionnaire was used and the correlation coefficient was 0.60 which indicates that the criterion validity is of the same type.

The aim of study was to evaluate The psychometric characrteristics of the Brief Core Schema Scales (BCSS) in Iranian society This study was from descriptive_type research The  study. Sample consisted of 542 students(280 female and 262 male). Selected in randomly multi_step random students of Karaj Azad University In order to answer the reserch questions analyses of classical psychometric Theory incoluding analysis of exploratory factor analysis and confirmatory factor analysis with principal components were used Also to check The validity of the scale Some methods were used in coluding The correlation between The total score andSubscale criterion _referenced validity And cronbach’s alpha coefficiend to estimale the In ternal consistency and tables of norm scale for Presenting the Z sigma _aligned scores The T score and rating percentin SPSS software. The results showed that exploratory Factor analysis and confirmatory factor Analysis showed The Validity of The Brief Core Schema Scales in the Iranian community The results of this study Confirmed the crite rion_refernced Validity Of dissociative Experiences scule of Juveniles in Iran.Estimated coefficients showed reliability of scale and Subscales in both dimension of in ternal in both dimension, of internal consistency  and reliability. Also regarding the results of Comparison of juveniles Dissociative Experiences scores and subscalein Gender .

The purpose of the present study was to analyze the differential function of Arabic exam questions in mathematics and physics under the influence of students' linguistic differences and their effect on the outcome of the test. The research method was descriptive - a kind of secondary analysis based on question-answer theory. The population of this study consisted of all students of mathematical physics students who participated in this university entrance exam in 2011-2013. Isfahan Province was selected as the reference group and provinces of Kurdistan, Azerbaijan and Khuzestan as target groups. The research tool was Arabic questionnaire on mathematics and physics in 2011-2013. The results showed that they were uniformly influenced by DIF in 2011 (14 questions), 2012 (15 questions) and 2013 (19 items). In order to examine the effect of DIF on the final result of the test, once all students 'questions were evaluated using Bilog-MG software. At the second stage, the questions with differential function of the set of questions were deleted and the students' re-evaluation was estimated using the The dependent differences of t before and after the removal of quadratic differential functions were estimated, and the result of the fact that DIF questions had an effect on the final result of the test

This meta-analysis aims to examine the effects of study and non-study characteristics on academic achievement and drop-outs among Iranian secondary students. Recently reported meta-analytic studies have come to contradicting results and, in some cases, never reported the study and non-study characteristics role in meta-analysis.,

The published and archived researches in journals, databases, and printed ones are collected. According to the inclusion criteria, 65 articles were included in the analysis. After coding the articles, using Orwin’s method, 98% inter-rater agreement among raters have been gained. The random-effect model of DerSimonien and Laird was used with CMA software.

It was revealed that sampling methods in predicting academic achievement,0.336(Z=10.189, P<0.001), and dropout 0.561(Z=6.638, P<0.001); location of research, for achievement 0.358(Z=9.300, P<0.001) and for drop-out0.844(Z=26.984, P<0.001);research design for achievement, 0.289(Z=8.795, P<0.001) and for drop-out0.844(Z=26.074, P<0.001); years research done, for achievement 0.354(Z=17.216, P<0.001) and for drop-out 0.717(95CI%:0.658-0.747, Z=27.844, P<0.001); student gender for achievement 0.346(Z=11.124, P<0.001), and drop-out, 0.643(Z=21.763, P<0.001); and student’s grade, for lower secondary in achievement 0.291(Z=10.911, P<0.001) and for drop-out 0.297(Z=9.930, P<0.001); and for upper secondary in achievement0.263(Z=9.213, P<0.001) and for drop-out 0.737(Z=28.232, P<0.001) have significantly moderated the results.

According to the findings, could be concluded that in predicting academic achievement, and dropout, study, and non-study characteristics plays significant roles, so it is recommended to pay attention to these characteristics while reporting meta-analysis findings

The purpose of this study was to validate the Mathematical Self-efficacy Questionnaire developed by the American Longitudinal Studies Association based on the Liu & Koirala (2009), and May (2009) Mathematical Academic Self-efficacy Questionnaires for high school students. According to the need and necessity, the statistical population of Birjand's elementary school students was administered in the school year of 97-98. Multistage random cluster sampling was used to select 24 schools and from each schools select one class to answer the math self-efficacy questionnaire. In order to overcome the problem of missing single data, in SPSS statistical software, with the help of Hot-Deck Imputation method, data were completed and out of 460 subjects, 441 subjects answered as sample size. The final was analyzed. The findings of this study were analyzed using SPSS 21, LISREL 8.80 and R 3.6.1 statistical methods and two descriptive findings and the research hypothesis test and structural equation modeling in the measurement model section. The RMSEA was lower than 0.08 and all GFI, AGFI, NFI, NNFI, and CFI indices were above 0.90, confirming the validity of the math self-efficacy questionnaire for elementary students

The excessive and inaccurate use of the Internet poses the risk of "Internet addiction" (Young, 1998). The purpose of this study was to determine the psychometric properties of Young's Internet addiction test and its relationship with aggression among 20-30-year-old youth in Tehran. For this purpose, all of the 20–30-year-olds in Tehran who were living in one of Tehran's districts in 1394 participated in this study and424 people selected by available sampling method. For data collection, demographic questionnaire, Yang's Internet addiction and bass and perception aggression were used. For data analysis, internal consistency, exploratory, confirmatory factor analysis and correlation analysis were used by SPSS and AMOS software. The Cronbach's alpha coefficient of the whole test is 0.94 indicating the intrinsic consistency and expression of the excellent value of Internet addiction. To determine the factors, exploratory factor analysis was performed and finally, three factors were named as difficulty in control, social problems and control impairment. To determine the best model for data of this research, a confirmatory factor analysis was used and according to the fit indices it was concluded that the 3-factor extractive model of this research is better fitted with the data. Finally, according to the findings of this study, Young's Internet addiction test has good psychometric properties, but has no relation to aggression

A few tools have presented to assessment student engagement in school one of the important structures in learning and education success, furthermore there is no tools to assess agency engagement component. The aim of this study is to present psychometric indices of Veiga’s "Students Engagement in School Four-dimensional Scale" SES-4DS (2016) for use in Iran. For this purpose, 412 high school students (195 males and 217 females) were randomly chosen by multistage cluster sampling from Ramhormoz city high schools. Psychometric indices were calculated using Cronbach's alpha and confirmatory and exploratory factor analysis. Results showed that the questionnaire has good reliability. Confirmatory factor analysis showed that the questionnaire has acceptable fit to the data and indexes of fit goodness for the four-factor model that has formed basis of the questionnaire, was confirmed. These factors were called agency, behavioral, emotional and cognitive engagement like the original study. The results show that "Vegas' Students Engagement in School Scale" with the introduction of agency engagement, can be used as suitable tool in order to measure of student engagement in school in Iran