Motivation and Learning
shokoufeh mousavi; Ali khodaei; Omid Shokri
Abstract
The results of various studies have supported the critical role of the motivation construct in providing students with successful experiences in all areas of academic achievement. Therefore, this research conducted to study the factor structure and psychometric properties of the Persian version of the ...
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The results of various studies have supported the critical role of the motivation construct in providing students with successful experiences in all areas of academic achievement. Therefore, this research conducted to study the factor structure and psychometric properties of the Persian version of the Mathematics Motivation Questionnaire in adolescents. In this descriptive survey research, 350 adolescents selected from the statistical population of first-secondary girls in the fourth educational district of Tehran using the available sampling method and responded to the Mathematics Motivation Questionnaire (Fiorilla et al., 2021), the revised version of the Stress Measure Scale (Royley, Roysch, Jarica, & Wagen, 2005) and Psychological Capital Questionnaire - Adolescent Version (Luthans, Auliou, Avi, & Norman, 2007). The results of the confirmatory factor analysis showed that the MMQ had good factorial validity with a five-factor structure consisting of intrinsic value, self-regulation, self-efficacy, utility value and test anxiety. In addition, the results related to the correlation between the dimensions of students’ Mathematics Motivation with their cognitive appraisals of failure experiences in the context of responding to the demands of mathematics lessons, and the the psychological capital of learners in situations of academic achievement, supported the validity of the MMQ. In sum, these results, while emphasizing the theoretical soundness of the conceptual underlying of the Mathematics Motivation Questionnaire, on the one hand, by repeating the factor structure of this assessment tool, it supported the context-independent function of motivational constructs and on the other hand, the necessity of understanding the context of motivational constructs based on the specific demands of different subjects.
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.
