نشریه روان سنجی
پیاپی 41 (تابستان 1401)

Due to the increasing use of the WISC-R in Iran clinical centers and not been standardized this test in 15 years old children. The purpose of this study was standardizing the WISC-R in 15 years old children.

This research was descriptive. 120 subjects (60 girls and 60 boys) were selected by random sampling in three age groups (4 months apart). Descriptive statistics parameters of raw scores of sub-scales were calculated and raw scores were converted to standard scores using non-linear transformation using Z table. The standard scores of each subscale were converted linearly to a scaled score with an average of 10 and standard deviation of 3 ss=((z*3)+10) . Reliability of verbal, performance and total subscales were evaluated the Cronbach's alpha coefficient. The mean of verbal, performance and total intelligence was calculated.

For each of age groups obtained convert tables for transformation raw scores to scaled scores. The mean and standard deviation of row scores in all three age groups were calculated in 12 subscales. Using the scores of the 10 original subscales, the average of verbal, performance and the full scale intelligence respectively were VIQ=96.93, PIQ=97.12 FSIQ=96.69. The average relibility (Cronbach's alpha) of the verbal, performance and total subscales respectively were α=0.82, 0.71, 0.84.

Regarding these results, it can be stated that WISC-R can be used to determine the intelligence in 15 years old students and until the standardization of the latest versions of WISC conversion tables can be used by counselors, psychologists for this age group.

In two groups, the low-grade behavior assessment and high-level behavioral evaluations of the personnel were assessed and analyzed.Statistical analysis of structural equation (SEM) was used to analyze the data using SPSS and AMOS softwareused.The results indicate that all the hypotheses have been confirmed. In other words, the results showed that by measuring the characteristics of personality traits of a person with a researched log of this research, one can predict and measure the personnel's occupational behaviorThe purpose of this study was to evaluate the occupational behavior based on the personality traits approach. In other words, the main purpose of this research is to introduce the construction and validation of a questionnaire on the measurement of occupational behaviors based on personality traits as a resource for assessing the behavior of personnel from the point of view of identifying personality traits.To do this, using a questionnaire in two stages:(250 nurses to explore the exploratory factor of the questionnaire) and (250 others for the confirmatory factor analysis test)

The purpose of this study was to investigate the psychometric properties of the Nomophobia questionnaire among Iranian students. This study was a survey. The sample size consisted of 384 students (186 boys and 198 girls) from the students of Islamic Azad university central Tehran branch in the academic year of 1395-96, were selected using Multi-Stages cluster sampling. The Nomphobia questionnaire (NMP-Q) was translated into Persian and then performed on 50 students. Its Cronbach's alpha coefficient was satisfying for the whole scale and its components, and it was ultimately decided that the final implementation would be unchanged. The results of exploratory factor analysis showed that this questionnaire had 4 factors which in total determined 48.1% of the total variance. The results also showed that Cronbach's alpha's reliability was 0.81 for the whole questionnaire, for Not being able to access information 0.81, for Giving up convenience 0.79, for Not being able to communicate 0.82 and Losing connectedness 0.83. This study confirmed that the (NMP-Q) questionnaire could be used as a reliable tool for measuring the mobile phobia in Iranian students. The validity of this questionnaire is proposed at the general population level.

The success of the Olympic Games in the whole world has become a major priority. The purpose of the present study was to standardize the factors affecting the success of Iran's expedition to the Olympics. An overview of the history and theories suggests that several factors contribute to the success of the Olympics, but there are no reliable tools to reveal the factors affecting the success of Iran's expedition caravan to the Olympics. After reviewing the theoretical foundations and literature of research and identifying the various factors affecting the success of the Olympics and interviewing 17 Olympic experts, the 55 question tool was prepared. Also, this questionnaire "The Factors Affecting the Success of Iran's Expedition Carrier to the Olympic" by 407 Olympic experts and experts Random selection was completed. To determine the reliability of the questions, Cronbach's alpha was used. Structural analysis and analyzes were performed using SPSS software version 22 and lisrel. The questionnaire under the economic, managerial, educational, political and social factors, achievements, mediation, cultural background, motivation, communication, aptitude, demographic and geography were standardized, exploratory and exploratory factors. Finally, the instrument has appropriate and appropriate benchmarking and the best related tools. With the help of this tool, we can see the success of more sportsmen and athletes in various Olympic games.

The purpose of the present study was to investigate the psychometric Indices of the scale of academic factors affecting the research experience in graduate students of Chamran University of Ahwaz. The statistical population of this study included all graduate students of Shahid Chamran University in Ahwaz in the academic year 1365-96, whose number was 1130. From this, 325 people were selected as a research sample by stratified random sampling method. The scale used in the study was the Tarban and Logue scale (2012), which has 32 materials and includes five sub-scales of research thinking, academic thinking, teacher support, peer support and research methods. The Reliability of the scale was calculated using Cronbach's alpha and Test retest That's respectively in satisfactory coefficients of 0.85 and 0.82, Was obtained. To verify the validity of the scale, the confirmatory factor analysis method was used that the fitting indices of the model indicated a suitable fit for the model and therefore the validity of the scale, the results of t-test showed that there is no significant difference between male and female students regarding the overall score of academic factors affecting research experience.

Evaluating School and Family Factors Effective on Second Grade HighschoolAdolescents’ Life Skills in TehranThis study aimed to explore the role of family and school factors influencing on life skills of male and female adolescents. The statistical population consiste of all second grade highschool students in Tehran session 1394 – 95 (2016 -2017). A sample of 220 students (114 female, 106 male) were selected via multistage cluster sampling method; the sampling sites were north, south, center, east and west of Tehran. The study tools included demographic and family- characteristic questionnaire, school -factor questionnaire and adolescents life skills questionnaire. The collected data was analyzed by the univariate analysis of variance and Scheffe post – hoc Test. The results indicated that father’s job, family income level, and parents relationship are influential on adolescents life skills and among school factors , relation of teachers, school managers and school staff with student, academic achievements and educational interest are effective on adolescents life skills.

The purpose of the present study was to investigate the factor validity and reliability of the class structure goal questionnaire and its relationship with students' academic emotion. This questionnaire was developed by Midgley et al. (2000). For this purpose, 400 male and female students were selected randomly from Kohgiluyeh and Boyerahmad Province high schools. To test the reliability of the questionnaire, Cronbach's alpha coefficient was used and exploratory and confirmatory factor analysis was used to determine its validity. In line with the results of the research Midgley et al. (2000)present study showed that the questionnaire had acceptable internal consistency and Cronbach's alpha coefficients in its sub-scales ranged from 0.79 to 0.91. Also, the results of exploratory and confirmatory factor analysis confirm that the structure of the questionnaire has an acceptable fit with the data and all the goodness indicators of fit are validated by the model. The results also showed that there is a positive and significant relationship between the goal structure of mastery and the goal-oriented performance-approach with positive emotions (enjoyment from class and hope in the classroom). The structure of mastery has a negative relationship with negative emotions (class boredom and anxiety in the class), while the relationship between the performance-approach goal structure and negative emotions has not been meaningful. In addition, the performance-avoidance goal structure has a negative relationship with negative emotions and has a negative relationship with positive emotions. Therefore, this questionnaire can be a useful tool for evaluating student perceptions of the class goal structure