نشریه روان سنجی
پیاپی 45 (تابستان 1402)

The main purpose of the present study was to investigate psychometric properties of the Achievement Goal Questionnaire- Revised (AGQ-R, Elliot & Murayama, 2008) among Iranian male and female university students. 332 students (141 male and 191 female) completed the AGQ-R, the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). The confirmatory factor analysis and multi-group confirmatory factor analysis methods were used to compute the AGQ-R's factorial validity and its gender invariance, respectively. The results of confirmatory factor analysis based AMOS software showed that the fore factor model of AGQ-R (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) fit well to the data across two groups. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariance’s of the AGQ-R across male and female university students. Internal consistency for the different types of achievement goals consisting of mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals was 0/76, 0/78, 0/90 & 0/85, respectively. In sum, the findings emphasizing the group invariance of factorial structure of AGQ-R in male and female students suggested that it measured the same construct in these two groups. On the other hand, these findings provide evidence for the validity and reliability of the AGQ-R to measure achievement goals in the 2×2 conceptual framework in both sexes.

The purpose of this study is to develop a communication model of social responsibility, mastery and adaptability in the General Directorate of Sports and Youth of Sistan and Baluchestan Province. The research method is descriptive-analytical which has been done in the field. The study population was 100 employees of the Sports and Youth Department of Sistan and Baluchestan Province. The sample size was selected as the total number. The instruments used in the research included the standard questionnaire of social responsibility of CSR employees (1991), and the standard questionnaire of organizational mastery of Pour Abedi (2013). The validity of the questionnaires was confirmed by 15 experts and their reliability was calculated in a preliminary test with 30 subjects and with Cronbach's alpha for the Responsibility Questionnaire (0.80) and Mastery (0.79). Inferential statistics, Kolmogorov-Smirnov test, Pearson correlation coefficient test and simple linear regression were used to analyze the data using SPSS software version 22. The results showed that social responsibility has a significant relationship with organizational dominance. Paying attention to social responsibility in the General Directorate of Sports and Youth of Sistan and Baluchestan Province requires a special look at the other two variables of research (mastery and organizational adaptability capacity) that by holding working groups and symposiums can be seen from the opinions and potentials of employees. He used the external variable to deal with the variable, and by doing so, he developed the sport of Sistan and Baluchestan province and made good use of the opportunities available in the competitive environment of sport.Keywords: social responsibility, mastery, adaptability capacity of the General Directorate of Sports and Youth

The aim of this study was structural model of family communication patterns on academic performance by mediating identity styles in students. Correlation research method was structural equation modeling. The statistical population of this study included all male students of ninth grade in Ghaemshahr city in the second semester of 2018-2019. In this study, 330 people were selected as the available sample size (considering that all students participated in English language classes). In order to collect data, Fam and Taylor Academic Performance Questionnaire (EPT), Berzonsky Identity Style Scale (ISI-6G) were used. Structural equations with SPSS18 and AMOS23 software were used to analyze the data. The results showed that parental perfectionism, family communication patterns, perceived psychological pressure, resilience, procrastination and identity style had a direct and significant effect on academic performance and also indirect effect of parental perfectionism, family communication patterns, perceived psychological pressure, resilience and procrastination mediated by identity style on academic performance were confirmed. The present study indicates the importance of cognitive factors such as perceived psychological pressure, identity style, resilience, parental perfectionism and prioritisation and social factors such as family communication patterns in explaining academic performance.

Mediators and moderators are widely used in research and psychological theories.The mediating variable actually transmits the effect of the independent variable to the dependent variable, and the moderator variable is a variable that affects the direction or intensity of the relationship between an independent or predictor variable and a dependent variable or criterion.Many studies have examined the differences between mediating variables, moderating variables, confounding factors, and auxiliary variables.There are several statistical methods for evaluating and analyzing mediator and moderator variables.The purpose of this study is to explain the role of mediator variable and moderator variable in the model and to evaluate, critique and review technical procedures and tests in the article by Baron and Kenny and other authors in this regard.At the end of the article, suggestions for better use of models and procedures are presented and the implementation of mediation analysis is presented using R software package and interpreted using the results of Baron and Kenny and other authors as well as the bootstrap method.

The aim of this study was to evaluate the validity and reliability of the Shame Questionnaire. The statistical population of the present study was the students of the Islamic Azad University of Saveh in the second semester of the academic year 1300-1389 and the statistical sample was 280 of these students who were selected by convenience sampling method and then the shame questionnaire (MSRI-21) on them. Was implemented. The questionnaire assesses shame-related responses in three categories: negative self-esteem, fear of social consequences, and tendency to maladaptive behavior. Data were analyzed using descriptive statistics, exploratory factor analysis and Cronbach's alpha. According to the research findings, this questionnaire is saturated with three factors that together explained 54.296% of the variance and has acceptable validity and reliability. The results show that MSRI-21 is a reliable and valid evaluation of the response. Is related to shame, and is successful for medical research and use. Therefore, therapists, researchers, and all counselors can use it as a valid tool to measure the variable of shame.

The aim of this study was to determine the psychometric properties of the Iranian version of the Internet Attitude Towards Questionnaire in students. The statistical population of the present study consisted of all students of Roodehen Azad University in the academic year of 2009-2010, which is 6500 people. Of these, 300 people were selected as the sample using the available sampling method. Data were collected through questionnaires, Dinef Internet Attitudes Standard and Kovafteros (2002). Internet Attitude Questionnaire 35 questions that are evaluated based on a 5-point Likert scale. Findings from heuristic factor analysis with principal component analysis with rotation matrix led to 4 factors that explain 61% of the total variance of the variables and the value of the 41-item test coefficient through Cronbach's alpha formula from 0.55 to Was estimated to be 0.89.The research method was descriptive-exploratory. The statistical population consisted of all students of Roodehen Azad University in the academic year of 2009-2010, which numbered 6500 people. To determine the sample size, according to the definition (Fidel 2007) for each question, the sample size should be 5 to 10 times, and considering that the Internet Attitude Questionnaire is 35 items, so the number of sample size based on the number of questionnaire questions is at least 200 He was a student. Due to the possibility of falling, 300 people were selected using the available sampling method.