فصلنامه اندازه گیری تربیتی
پیاپی 58 (زمستان 1403)

There are many indicators and criteria in the effectiveness of skill training so that the trained person can enter the labor. These indicators and sub-indices should have an operational aspect and be weighted and ranked based on modern methods. The purpose of this study is to identify the weight and the rank of these criteria so they can be used in codification and evaluation of educational and skill models. The statistical population of the research consists of 7 managers and administrators of industrial companies, school managers of skills training and experts in the field of developing training courses, technical courses. These people reviewed the research works and interviews at the first place. The indicators and criteria of the research have been identified with experts. Then, using Fuzzy Delphi method, 5 main indicators and 12 sub-indicators have been approved, and at the end, with the fuzzy best -worst method, the ranking of indicators and sub-indicators were calculated. The results show that the criterion of education alignment with employment status is the most important and main indicator. Also, the criterion of participation of business owners in curriculum planning is the most important sub-indicator of the effectiveness of skill training.

 This research was conducted with the aim of investigating the validity, reliability and factor structure of the reading motivation questionnaire. The current research plan is among survey research and tool development. The statistical population of the research was all sixth grade students in Yazd city. The participants included a sample group of 300 sixth grade students in Yazd city in the academic year of 2021-2022, who were selected by multi-stage cluster random sampling method and responded to the reading motivation questionnaire of Schiffel and Schaffner (2016). For data analysis, factor analysis methods and Cronbach's alpha coefficient were used using SPSS26 and Smart PLS software. The results of factor analysis showed that the questionnaire consists of seven factors and has good fit indices. Cronbach's alpha coefficients for the whole scale and its dimensions fluctuated between 0.77 and 0.92. Finally, the Persian version of the "reading motivation" questionnaire has acceptable psychometric properties to measure the various reasons Iranian students read, and it can be used as a valid tool in research, educational and clinical situations.

The current study was conducted to investigate psychometric properties of the executive skills questionnaire-revised (ESQ-R) in Iran. We carried out a cross-sectional study following linguistic validation and pilot investigation. The forward-backward translation method was used to translate the questionnaire from English into Persian Prior to pilot testing. The participants consisted of 1337 male and female students studying in Iranian universities. For data analysis, confirmatory factor analysis (CFA) were used. Additionally, internal consistency analyzed by test-retest and Cronbach’s alpha (Reliability). The coefficient alpha estimates of reliability were for the first factor (planning) 0.84, the second factor (time management) 0.78, the third factor (emotion regulation) 0.76, the fourth factor (organization) was 0.72 and the fifth factor (behavior regulation) was 0.70. The results of confirmatory factor analysis were in an acceptable range for the questionnaire. The findings demonstrated that ESQ-R has good psychometric properties to measure executive skills among Iranian students. Therefore, the questioner can be used in future in health or educational settings.

The present study was conducted with the aim of studying the lived experience of mothers having two consecutive children. The current research is a phenomenological approach that was conducted using thematic analysis. The research tool is a semi-structured interview that 32 mothers who had two consecutive children between the ages of one and three years were selected using a purposive sampling method. The interview of these mothers continued until the saturation point was reached. The interview data was analyzed using Max QDA software and coding was done through three open, central and selective stages. The analysis of the results showed that mothers' experience of having two children in a row in 5 main categories including educational, emotional, financial, family and social. The primary categories are not studying, wife's help in educational matters, great interest in computer games, discussions about TV programs, not being jealous, not cooperating in housework, envying each other, being cruel to the first child, anger and fatigue. Separation of father between two children, personality difference between two children, financial problems, desire to have independent phone, room and toys, desire to celebrate independent birthday, lack of understanding between couples in raising two children, proper marital relations, problems in sexual relations, Helping the wife in housework, coordination in raising children, lack of social relations, lack of compromise between two children, improvement of social relations

Due to the significant importance of the mental health of women and mothers in society, as well as the absence of a native tool for evaluating their mental health, this study aimed to develop an electronic version of the two-dimensional instrument (psychological well-being and psychological problems). A sample of 1222 mothers with at least one student in Tehran city were selected by convenience sampling. Analysis of missing data, exploratory factor analysis, item analysis, confirmatory factor analysis, and calculation of reliability coefficients were performed.The item analysis showed that twelve items from the psychological well-being dimension and one item from the psychological problems dimension did not have the sufficient statistical and conceptual adequacy and were excluded from the analysis. The exploratory factor analysis revealed that three structures for the psychological well-being dimension and five structures for the psychological problems dimension had a simple structure. The exploratory structures, along with the initial theoretical structure and the one-factor structure, were entered as competing structures into the confirmatory factor analysis. The confirmatory factor analysis showed that a four-factor structure for the psychological well-being dimension and an eight-factor structure for the psychological problems dimension had the best fit. In the psychological well-being dimension, the four subscales of grit, happiness, optimism, and relationships, and in the psychological problems dimension, the eight subscales of depression, anxiety, obsession, social anxiety, sleep problems, harassment behaviors, substance addiction, and addiction to virtual space were identified. The Cronbach's alpha coefficients for the subscales were acceptable and high, ranging from 0.63 to 0.87 for the psychological well-being dimension and from 0.65 to 0.87 for the psychological problems dimension. However, the McDonald's omega coefficients for these coefficients ranged from good to excellent, from 0.71 to 0.91 for the psychological well-being dimension and from 0.74 to 0.91 for the psychological problems dimension.

The teacher's Immediacy with the students is one of the effective factors on teaching and learning. Part of the teacher's intimate or direct relationship with students is non-verbal, and so far, no scale has been validated for this behavior in Iran. Therefore, the present study was conducted with the aim of validating the teacher's non-verbal Immediacy scale (Richmond et al., 2003) in the classroom. The research method was descriptive-cross-sectional. The statistical population of the research included all the teachers of different levels of education in Qutb Shahid Bronsi of Razavi province Education, from which 212 people were randomly selected as a sample. Confirmatory factor analysis confirmed the construct validity of the non-verbal teacher Immediacy questionnaire. Also, the reliability of the questionnaire was obtained using Cronbach's alpha value of 0.74, which indicates the appropriate reliability of this tool. Also, the results of the factor analysis showed that the constructed scale consists of 5 factors that explain 48.79% of the total variance. The teacher's non-verbal Immediacy questionnaire is able to measure teachers' non-verbal Immediacy by passing psychometric steps and having validity and reliability; Therefore, in addition to being effective as a self-assessment for teachers, the questionnaire can also be used in group research.