فصلنامه اندازه گیری تربیتی
پیاپی 4 (زمستان 1389)

This descriptive correlation study is aimed at constructing and standardizing a test to measure personality based on Golestan Saadi. 276 students (137 female and 139 male) from Allameh Tabatabaee University were participated in this study. The questionnaire with 108 items was based on content analysis of the characteristics mentioned by Saadi in the first chapter of Golestan. In order to gathering the data, the questionnaires were filled by the students. Exploratory factor analysis by SPSS software was used to determine the numbers of the basic factors. The findings of this study confirm the questions. The calculated Cronbach Alpha coefficient was high (α= 0/96), which shows high reliability and internal consistency of the questionnaire. Construct validity (calculated by exploratory factor analysis with Varimax rotation) was also desirable. An exploratory factor analysis with Varimax rotation was administered on the questionnaires. According to the results, the final questionnaire consists of 63 items categorized in 5 basic components, including: ‘social maturity’,’ searching for connection’, ‘economical time use’, ‘kindness’ and ‘generosity’. The results also showed that discriminant validity of the questionnaire (its power for differentiating between groups) is desirable, as if two groups of healthy participants and clients of counseling centers can be distinguished by the questionnaire. On the other hand, norm tables of Z and T scores have been plotted for ’economical time use’ component separately because except for ‘economical time use’ component no difference between females and males’ mean scores were found (by independent sample t-test). Therefore, the tables were plotted generally for other components and for the total score. The criterion-related validity of the questionnaire with five factors of NEOPI-R is within acceptable limits. Cut-off point of the test was determined by calculating the confidence interval of total score and each scale of the test.

The aim of this study was to determine the effect of training the components of “assessment as learning” on the self-concept and mathematic academic achievement of the third grade students in Arak guidance schools. A sample of 67 students (including 2 classes), selected through multi-phase random selection, was assigned to both experimental and control groups. An Ahlovalia self-concept pretest was administered to both groups and the scores of mathematics from formative assessment during the first 45 days of the semester were considered as pretest scores. Then, the experimental group attended training the components of “assessment as learning” for 12 sessions, but the control group received no treatment. Finally, both groups were administered Ahlovalia self-concept post-test and the scores of mathematics from formative assessment during the three months training the components of “assessment as learning” were considered as post-test scores mathematics. Data analysis through MANOVA showed that the training the components of “assessment as learning” significantly increased the self-concept and the mathematic academic achievement of the subjects at p=0/01 level. Also, training the components of “assessment as learning” had positively affected all sub-scale related to self-concept except the behavior subscale.

The current investigation has been done for the purpose of the standardization of the social problem solving inventory (SPSI) amongst students of the faculty of Psychology & Educational Sciences of Tabatabaey university in 1387-88. For this purpose, a sample of 200 students consisting 154 females and 46 males was selected based on categorical sampling, and the students were tested according to the social problem solving inventory (SPSI) and social adjustment micro-scale of the adjustment questionnaire. Results showed that considering the Alfa value (0.85)of the five factors measured, and the reliability value (R = 0.88), the SPSI enjoys an acceptable rate of reliability. What’s more, the study of the factorial structure signifies the presence of 5 factors including (APS), (RPS), (ICPS), (PPO) and (NPO). Moreover the exploratory study of the relationship between the variables of the investigation showed that social problem solving ability would explain significantly social adjustment (R=0.304). In general, the results found in regards to the managing structure of the SPSI and the relation between the variables of the investigation, proved consistent with the precedent studies.

The The investigation of psychometric properties of epistemological belief scale in mathematics including reliability, validity and exploratory factor analysis was the purpose of this study. To achieve this end 464 university students (149 famales and 315 males), were selected through cluster rom sampling. The exploratory factor analysis were investigated through principal component method, this analysis confirmed six factors (difficult problems, steps, understanding, word problems, effort and usefulness).To reach the concurrent validity of the scale, Schommer epistemological beliefs scale and Kloosterman and stage scale were conducted. The results of the analysis were acceptable. Test- retest reliability and internal consistency of the cronbach scale through, alpha coefficients confirmed. The results of factor analysis, conducted in the main culture and previous validity- reliability coefficient were closed to the studies. A psychometric property, of this scale allows applying to mathematical epistemological beliefs research.

The current paper reviews the concept of meta analysis of Anxiety & Depression researches in 1363-1385 at University of Allameh Tabatabaei university, faculty of psychology and education science. The relevant controls were convenient for the present research in order to study the aspect of Anxiety & Depression, therefore a number of 41 cases from 55 on anxiety including 36 case out of 59 on depression were optimized for meta analysis. Research methodology is structured due to revision in connection with descriptive statistics device, meanwhile it is meta analysis in terms of inferential statistics, therefore software of CMA (Comprehensive Meta Analysis) & SPSS used to analyze collected data. The whole Research analyzed in connection with significant of case reliability. Statistical method t (dependent & independent) is significant in scope of cause of effect in anxiety and way of anxiety therapy methods including cause and effect on depression for depression therapy methods. The sampling is cluster form, while sampling method for accessibility in Research linked to causes and anxiety factors, though the anxiety therapy method and accessible sampling method plus random sampling method are in significant range. The methods of randomly and cluster samplings in the field of cause and effect are depression components furthermore randomly sampling method in depression therapy method are significant too. The Research methodology used in cause, comparative and correlation area over cause and effect of anxiety, while anxiety therapy methods, the case of experimental & semi experimental methods are in significant range too. The results arisen by this paper demonstrate that Research carried out in the fields of anxiety and depression deserve more revision and modification because novel Researches are critical for application specifically in both fields concerned.

Geometry is one of the important subjects in mathematics which is related to students’ reasoning and thinking. Based on van Hiele theory a student must pass through five sequential and hierarchical discrete levels of geometric thinking to achieve a successful reasoning in geometry. Geometric thinking consists of problem solving and manipulating spatial images. The aim of the present study was to create a reliable and valid test to assess students’ level of geometric thinking based on van Hiele theory. The survey research was used and a test has been made by reviewing recent research and literature. The test includes 21 questions related to the levels of geometric thinking based on van Hiele theory. The geometry concepts in creating this test comprise: angle, triangle, square, rectangle, rhombus, parallelogram, trapezoidal and circle. Students who were studying in grades 4-8 in elementary and middle schools in 2009-2010 in Tehran were considered as a statistical population. By cluster sampling method 507 students were chosen. The test was taken from the sample consists of 162 students from grade four, 174 students from grade five, 85 students from grade six, 47 students from grade seven, and 39 students from grade eight. Content validity, construct validity (factor analysis), and item analysis including difficulty index, discrimination index, and Cronbach’s alpha for internal consistency of the test items were used to get the results. Five factors were realized by factor analysis as follow: properties of shapes from angle dimension, rotation, properties of shapes from right angle dimension, properties of shapes and angles, and the relationship between shapes.

This paper examines the structure factor (Confirmatory) of a Persian Version of the State-Trait Anger Expression Inventory-2 (STAXI-2) in Iranian Clinical Sample. Sampel of this study consisted of 553 patients that referred to two psychiatric clinic in Tehran city between 86 - 89 years, (178 males and 375 females) between 17 - 66 years with the diagnostic group that were classified; anxiety disorders, mood disorders, obsessive-compulsive disorders, personality disorders, impulsive control disorder and phobia disorder with convenient sampling. After data collection, data were analyzed by Exploratory and confirmatory factor analysis, in the end, a questionnaire consisting of 48 item with five scales and four subscales; (the State Anger (internal state and external state), Trait Anger (Angry temperament and Angry reaction), Anger Expression-Out, Anger Expression-In and Anger Control) were excluded as the final questionnaire. Significantly differences were obtained in the factor structure of Iranian and American samples. In section of Stait - anger instead of three subscales-feeling of anger, verbal expression of anger and physical expression of anger, extrated the internal state and external state subscale. In section of trait anger by eliminating the 19 item was confirmed angry temperament and the angry reaction subscales. In section of Expression of anger, two scales of Anger Control – out and Anger Control –In loading on a first factor as Anger Control. Three item of anger Expression-Out and five item of anger Expression-In eliminated due to poor psychometrics characteristics and loading on the irrelevant factor.Relatively stable factor structure were obtained for men and women with the exception of differences on the Anger Expression-In scale.