فصلنامه اندازه گیری تربیتی
پیاپی 14 (زمستان 1392)

The major aim of this research was to introduce Generalizability Theory and its application to estimate the reliability of job analysis data. Twenty employees of a state bank certified administrative specialist jobs were randomly selected from among qualified employees. After training, they were given job skills questionnaire to rate the importance of each of the skills for the job of administrative experts to determine. To estimate the reliability of job analysis data in the framework of Generalizability Theory, a five-step approach was introduced that can be used to estimate the reliability of job analysis data. The steps are: 1- Identify the object of measurement, 2- identify facets of measurement, 3- identify an appropriate measurement design, 4- estimate variance components and their interpretation and 5- identify the type of decision. It became apparent that the generalizability theory is useful to estimate the reliability of job analysis. It provides the opportunity for job analysis in such a manner that in different situations such as estimating the contribution of each systematic error sources, such as career history, age, and place of work assessors and achieving the desired reliability, it can perform the required activities.

Heller defined familism as a specific from of social organization where the interests of the family group prevail over those of the individual family members. The purpose of the present study was to investigate the reliability and construct validity of Familism Scale in undergraduate students of Ahvaz Teacher Training Centers. 332 students (156 male and 176 female) of teacher training centers that were selected randomly using the multi-stage sampling method and completed Familism scale and 16 items of cohesion subscale of Family Adaptability and Cohesion Evaluation Scale (FACES-2). The factor analysis using the principal components analysis and orthogonal rotation (varimax) showed three factors (familial support, familial honor, and subjugation of self for family). Cronbach’s alpha coefficients were for the whole scale 0.73, for extracted factors 0.55 to 0.82, and Concurrent validity coefficient of Familism scale with FACES-2 was 0.21 (P0.001). Confirmatory factor analysis of three-factor model with one modification index provides a parsimonious fit. The results of this study indicated that the present scale is a valid and reliable measure for evaluating familism dimensions in students.

Implicit theory of intelligence is one of the newest socio-cognitive strategies proposed in scholastic motivation. The aim of the present study is to investigate the validity and reliability of the 14-item implicit theory of intelligence scale (IT IS-14) (Abd-El-Fattah & Yates, 2006) in the Iranian student society. This instrument is used to measure the incremental and entity theories. The sample in this study includes 350 B.A. students in Ahvaz Islamic Azad University and Masjed Soleiman Islamic Azad University. The data analysis was carried out through the use of confirmatory and exploratory factor analysis, Cronbach’s alpha and Pearson's correlation coefficients statistic methods. The Cronbach’s alpha coefficients for the subscale of incremental theory and subscale of entity theory were calculated as 0.82 and 0.74 respectively. To estimate the criterion validity, Dupeyrat and Marine’s scale of implicit theories of intelligence were used, and the correlation coefficients for the subscales of incremental theory and entity theory were calculated at two scales which were significant at the level of 0.001. To calculate the construct validity, confirmatory factor analysis and exploratory factor analysis were applied. The results indicated that the structure of implicit theory of intelligence scale was fit with the data and all indexes of fitness confirmed the model’s fitness. In addition, exploratory factor analysis leads to extract two factors of incremental and entity theories of intelligence. Given the calculated psychometric properties, researchers can apply this scale applied to investigate implicit theories of intelligence (beliefs about intelligence) in the student society.

Discoursal Psychology is a new field of study that overlaps largely with socio-psychology of language. In this new field of study, certain issues are discussed that are not usually dealt with in socio-psychology of language, issues related to structures and strategies specific to discourse that can be studied from the perspective of discourse analysis. Discoursal Psychology is a scientific field of study that has emerged from the convergence of various fields such as semiotics, linguistics, ethnography, cognitive psychology, and artificial intelligence focused on language, particularly its social nature. Discourse Analysis originated from hermeneutics, but it has emerged as an independent branch in human and social sciences since mid-1960s. Discourse Analysis, as an analytical method of discoursal psychology, contributes to dialog within social understanding in order to explore comprehending and conveying meaning within the framework of language study. New advances in human sciences have led to the emergence of a new type of psychology known as "Discoursal Psychology" that has opened various ways for understanding psychological phenomena such as cognition, affection, beliefs, identity, perceptions and motivations. Psychological frameworks within socio-cultural domains have had more significant role in directing and guiding theorizing and performing research issues than sociological frameworks. Discoursal Psychology is considered one of these frameworks that contribute to understanding psychological phenomena within socio-cultural context.Discussions and As any scientific issue requires its own method of analysis and investigation, Discoursal Psychology investigates psychological events from the perspective of a socio-cultural event derived from language and considers language as the praxis and has adopted Discourse Analysis as the method of linguistic study. Discourse Analysis is based on a wide range of intellectual resources including conversational analysis, ethnographic method, Wittgenstein’s recent philosophy, psychoanalysis and critical analysis of ideology. While avoiding internal psychological processes, this approach studies socio-psychological themes in general psychology.

The present research is about the psychological characteristics of adolescents and their adjustment levels. Considering the rational and theoretical bases regarding interactive relations between these concepts, a traditional model based on correlation and a new model based on parallel distributed data processing were utilized. The aim of the study was a comparison between the abilities of the mentioned models to predict the levels of adjustment based on the psychological characteristics of adolescents. The primary data related to 18 psychological characteristics and 5 adjustment levels were obtained by implementing Persian version of CPI and AISS on 456 male high school students in Tehran. The models of correlation and factor analysis were utilized to extract the optimum combination of factors as predictor components. On these bases a combination of 4 components and 5 independent psychological characteristics with the best proportion of prediction with a capability equal to the original 18 characteristics (α<0.01) were identified. Moreover, according to the numerous effective factors in formation of the psychological characteristics as well as adjustment and complications between their complex and non-linear relationships and interactions, Multilayer Perceptron Artificial Neural Networks (MLPANN) model was also utilized for prediction, and its ability was compared with the Regression model. The findings showed that for predicting five levels of adjustment, ANNs model has more potential than logistic regression model and if we reduce the number of adjustment to 3 levels, then this capability changes in favour of logistic regression model. Thus, the particular characteristics of ANNs such as parallel distributed processing and recognition of non-linear and complex relations by learning and experiencing and the special ability of regression model in predicting on the basis of linear relations (prioritization of the role of each predicting factor) is one of the major factors for the success of each model.

emotion regulation is one of the major components in understanding emotional development, psychological health and psychopathology. Goal: The aim of the present study was to prepare a Persian version of the emotion regulation process strategies questionnaire and to examine its reliability and validity. The Persian version of the emotion regulation process strategies questionnaire was prepared using double-translation technique and administrated to 349 students, 124 males and 2225 females, whose ages ranged from 18 to 32 years. The reliability of the Persian version of the emotion regulation process strategies questionnaire was assessed via internal consistency, item-rest correlations and test-retest methods as well as factor analysis, correlations between subscales and criterion validity was applied. Cronbach’s alpha’s range (0/57 to 0/94) showed that the Persian version of emotion regulation process strategies questionnaire and its subscales possessed good internal consistency. Item scores and the total score of the corresponding subscales correlated significantly (r =0/48 to r = 0/71) and the test-retest correlation values (0/51 to 0/77) suggested that the scale is stable. Explanatory and confirmatory factor analysis supported the seven factor model of Persian version of the process of emotion regulation questionnaire. The degree of intercorrelation among the subscales was moderately high to substantial (0/31 to 0/87). Finally, with respect to correlation coefficient model between Persian version of the emotion regulation process strategies questionnaire’s subscales and positive affect, negative affect and depressive symptoms indicated relevant criterion validity. The Persian version of the emotion regulation process strategies questionnaire has relevant psychometric properties for Iranian population as well as to use in research and clinical situations.

Preparing a valid instrument to measure the basic psychological needs in Iranian populations is necessary for research purposes. The aim of this study was to examine reliability, validity, and exploratory factor analysis of a Persian version of the Basic Needs Satisfaction in General Scale (BNSG-S) in a sample of Iranian students. Five hundred and eighty four students (273 males, 311 females) were participated in this study, voluntarily. All participants were asked to complete the BNSG-S (Gagne, 2003), the Eysenck Personality Questionnaire-Revised Short Scale (EPQ-RS; Eysenck, Eysenck, & Barrett, 1985), Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988), and the Mental Health Inventory (MHI-28; Besharat, 2009). The results of exploratory factor analysis supported a single general factor of basic needs satisfaction in general and a three factor structure including Autonomy, Competence, and Relatedness. The convergent and discriminant validity of the BNSG-S were supported by an expected pattern of correlations between the scale and the measures of personality and mental health. All correlation coefficients between the mean scores on the BNSG-S and scores of the extraversion, neuroticism, positive affect, negative affect, psychological well-being, and psychological distress were statistically significant. Coefficient alpha estimates of internal reliability were between. 83 and. 91 for the BNSG-S subscales. Test-retest reliability of the BNSG-S was also calculated at the range of. 67-.77. All correlations were statistically significant. It was concluded that the BNSG-S can be considered as a reliable and valid scale to measure the basic needs satisfaction in Iranian samples.

The purpose of this study was to investigate standardization, of cognition and metacognition strategies questionnaire of McInroy and Dawson (2004) on Junior high school students of Isfahan city. The research method was descriptive of the standardization type, and the statistical population included all the Isfahan city Junior high school students in academic Year of 1388-89. For this purpose 350 students were selected using cluster random sampling. The instrument of this research was McInroy and Dawson questionnaire. The collected data was analyzed using statistical, element analysis, coordination coefficient, Cronbach's Alfa, Gottman and Tasnif. The findings show that, the coordination coefficient of the survey questions or the total grade was between 0.36 and 0.62. The driving loads (repetition and review, meaningful expansion, organizing, scheduling, supervision and regulation) showed accordance of questions to drivings. The permanence coefficient of detail scales by Cronbach's alpha for repetition and practice was (0.75), meaning expansion (0.76), organizing (0.77), scheduling (0.74), supervision (0.79) and regulating (0.80). Generally the research findings showed that recognition and meta-recognition methodology survey of McInroy and Dawson (2004) is a Multi-dimensional and appropriate tool for recognition and meta-recognition methodology analysis.

Although qualitative content analysis used in major of qualitative methods, yet there is no clear explanation of this method. In this paper, qualitative content analysis is examined in the context of qualitative research methods. This method against quantitative content analysis and instead of account apparent words, deals with latent themes and templates. Overall, the qualitative content analysis search concepts, terms, and relationships between these concepts, try to the infer and reveal hidden patterns in the interviews, observations and written documents. First, present a definition of the content and content analysis and then examine applications, processes, procedures, sampling, and validity of results (credibility, dependability, transferability, conformability). Also answer to this question that content analysis is method or technique. Content analysis can be generally divided into two main modes of inductive and deductive and perform in three steps preparation, organization and made a report.