Ahmad Bayandorian; reza rahimi; Samaneh Haddadi; SHokoufeh Mousavi; ali khodaei
Abstract
The aim of this study was to test the effectiveness of the second step education program on increasing the emotional social competence of elementary students. In this quasi-experimental study with pretest-posttest design and control group in company with follow up stage, 48 sixth grade male students ...
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The aim of this study was to test the effectiveness of the second step education program on increasing the emotional social competence of elementary students. In this quasi-experimental study with pretest-posttest design and control group in company with follow up stage, 48 sixth grade male students (25 students) and (23 students) groups responded to the State-Trait Anger Expression Inventory-Child & Adolescent, the Adjustment Inventory for School Students and the Bar-On Emotional Quotient Inventory. The second step program was performed in experimental group for 6 weeks and two hours per week through the Shad system. The results of the statistical method of simple mixed analysis of variance showed that the main effect of within-subjects and between-subjects factors and the interaction effect of within-between-group factors on increasing empathy, social responsibility, impulse control and anger control were statistically significant. Also, the results showed that the effect of factors on academic adjustment were not statistically significant. The results of this study showed that the second step program as a psycho-educational intervention influenced by the conceptual logic of the cognitive processing model of social information and social learning theory, in agreement with other its language versions, was effective in strengthening the skill treasury and psychological capital of elementary students.
Ali Khodaei; Seyed Meysam Seyed Ahmadi; Hassan Gharibi
Abstract
This study examined the moderating effect of gender on the relationship between goal orientations and academic cheating among university students. In this correlational study, 200 university students (100 male and 100 female) responded to the Achievement Goal Questionnaire-Revised (AGQ-R, Elliot & ...
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This study examined the moderating effect of gender on the relationship between goal orientations and academic cheating among university students. In this correlational study, 200 university students (100 male and 100 female) responded to the Achievement Goal Questionnaire-Revised (AGQ-R, Elliot & Murayama, 2008) and the Academic Cheating Scale (ACS, Farnese, Tramontano, Fida & Paciello, 2011). Multi-group structural equation modeling was used to assess the causal model of gender-moderating effects on the relationship between goal orientations and academic cheating among university students. Results indicated that for total sample and for male and female university students, the relationship between mastery-approach goal orientations with academic cheating was negative and significant and the relationship between mastery-avoidance-goal orientation, performance-approach goal orientation and performance-avoidance goal orientation with academic cheating was negative and significant. In addition, the results of group assignment of causal relationships between variables showed that the relationships between goal orientations and academic cheating in two groups of male and female students were equivalent. Finally, the results showed that in the supposed causal models, 20% and 14% of the variance of academic cheating scores were explained through goal orientations in male and female students, respectively. In sum, the results of the present study, while supporting the conceptual positions of the achievement goal theory in explaining the motivational construct of academic cheating, showed that the functional characteristics of the motivational construct of goal orientations in predicting academic cheating behaviors in male and female university students were similar.
Ali Khodaei; Seyed Meysam سید احمدی
Abstract
The main purpose of the present study was to investigate psychometric properties of the Trait Emotional Intelligence- Adolescent Short Form (TEI-ASF, Petrides, Sangareau, Furnham & Frederickson, 2006) among Iranian gifted adolescents. In this correlational study, 347 gifted adolescents (148 male ...
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The main purpose of the present study was to investigate psychometric properties of the Trait Emotional Intelligence- Adolescent Short Form (TEI-ASF, Petrides, Sangareau, Furnham & Frederickson, 2006) among Iranian gifted adolescents. In this correlational study, 347 gifted adolescents (148 male and 199 female) completed the Trait Emotional Intelligence- Adolescent Short Form (TEI-ASF) and the Adolescent Resilience Scale (ARS, Oshio, Nakaya, Kaneko & Nagamine, 2002). The confirmatory factor analysis method and internal consistency were used to determine the TEI-ASF's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the TEI-ASF, correlations between different dimensions of TEI-ASF with scales of adolescent’s resilience was calculated. The results of confirmatory factor analysis based on AMOS software showed that 4-factor structure of the well-being, sociability, self-control and emotionality in the Iranian sample had good fit with data. Correlational analyses between different dimensions of TEI-ASF with scales of adolescent’s resilience provided initial evidence for the TEI-ASF convergent validity. Internal consistency for the well-being, sociability, self-control and emotionality subscales was 0/82, 0/73, 0/73 & 0/70 respectively. In sum, these findings provide evidence for the validity and reliability of the TEI-ASF as an instrument for measuring Trait Emotional Intelligence among Iranian gifted adolescents.
Omid Shokri; Pantea Mahdavian; Ali Khodaei
Abstract
The main purpose of the present study was to investigate psychometric properties of the Farsi version of the Psychological Capital Questionnaire (PCQ, Endler & Parker, 2007) among male and female teachers. In this correlational study, 381 teachers completed the (PCQ) and Teacher Emotion Inventory ...
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The main purpose of the present study was to investigate psychometric properties of the Farsi version of the Psychological Capital Questionnaire (PCQ, Endler & Parker, 2007) among male and female teachers. In this correlational study, 381 teachers completed the (PCQ) and Teacher Emotion Inventory (TEI, Chen, 2016). The confirmatory factor analysis and multi-group methods were used to compute the PCQ's factorial validity and its gender invariance, respectively. The results of confirmatory factor analysis based on AMOS software showed that the four factor model of PCQ (self-efficacy, resiliency, optimism and hope) 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 covariances of the PCQ across teachers. Internal consistency coefficients for the four subscales were 0/87, 0/83, 0/86 & 0/70 respectively. In sum, these findings approved the validity and reliability of the PCQ to measure the psychological capital as a broad, compound and higher-order construct and has a buffering function against stressors in male and female teachers.
ali khodaei; Hossein Zare
Abstract
The main purpose of the present study was to The main purpose of the present study was to investigate factorial validity of the Emotional Skills and Competence Questionnaire (ESCQ, Faria et al. 2006) among Iranian university students. 300 university students (150 male and 150 female) completed the Emotional ...
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The main purpose of the present study was to The main purpose of the present study was to investigate factorial validity of the Emotional Skills and Competence Questionnaire (ESCQ, Faria et al. 2006) among Iranian university students. 300 university students (150 male and 150 female) completed the Emotional Skills and Competence Questionnaire. The confirmatory factor analysis method and internal consistency were used to compute the ESCQ's factorial validity and reliability, respectively. The results of confirmatory factor analysis based AMOS software showed that 3-factor structure of the Emotional Skills and Competence Questionnaire consisted on perceiving and understanding emotion (PU), expressing and labelling emotion (EL), and managing and regulating emotion (MR) had good fit with data. Internal consistency for the perceiving and understanding emotion (PU), expressing and labelling emotion (EL), and managing and regulating emotion (MR) was 0/88, 0/82 and 0/79 respectively. In sum, these findings provide evidence for the validity and reliability of the ESCQ as an instrument to measure of “trait emotional intelligence” or “perceived emotional intelligence” among Iranian university students.
ali khodaei; hossein zare
Abstract
This study examined the mediating effect of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. In a sample consisting of 330 university students, the Perceived Academic Stress Questionnaire (PASQ, Zajacova, Lynch & Espenshade, 2005), ...
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This study examined the mediating effect of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. In a sample consisting of 330 university students, the Perceived Academic Stress Questionnaire (PASQ, Zajacova, Lynch & Espenshade, 2005), the Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski, Kraaij & Spinhoven, 2001), and Achievement Emotion Questionniare-Revised (AEQ-R, Abdollahpour, 1394) were administered. Structural equation modeling was used to assess the mediating effects model of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. Results showed that the partially mediated model of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 25% and 21% of the variance in positive and negative achievement emotions, respectively. In sum, the findings show that a part of available variance between conceptual cycles of perceived academic stress and positive and negative achievement emotions can be accounted for by cognitive emotion regulation strategies.
ali khodaei
Volume 5, Issue 4 , June 2018, , Pages 25-38
Abstract
The main purpose of the present study was to investigate psychometric properties of the Teacher Emotion Inventory (TEI, Chen, 2016) among Iranian teachers. In this correlation study, 329 female teachers completed the TEI and the Teacher Self-Efficacy Scale-Short Form (TSES-SF, Schwarzer, Schmitz & ...
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The main purpose of the present study was to investigate psychometric properties of the Teacher Emotion Inventory (TEI, Chen, 2016) among Iranian teachers. In this correlation study, 329 female teachers completed the TEI and the Teacher Self-Efficacy Scale-Short Form (TSES-SF, Schwarzer, Schmitz & Daytner, 1999). The confirmatory factor analysis method and internal consistency were used to compute the TEI's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the Teacher Emotion Inventory, we computed correlation between different dimensions of TEI with different dimensions of the Teacher Self-Efficacy Scale. The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the TEI consisted enjoyment, love, sadness, anger and fear had acceptable fit to data in the teacher’s sample. Correlation analyses between different dimensions of TEI with different dimensions of the Teacher Self-Efficacy Scale consisted career achievement, career skills development, social interaction with students, parents and colleagues and coping with career stress provided initial evidence for the TEI construct validity. Internal consistencies for the scales measuring enjoyment, love, sadness, anger and fear were 0/77, 0/72, 0/82, 0/88 and 0/77, respectively. In sum, these findings provide evidence for the validity and reliability of the TEI as an instrument to measure teachers’ emotional experiences in the career achievement environments among Iranian teacher’s sample.
