Normalization questionnaires and tools school learning
Maryam Mohsenpour; Hora Almousavi; Molok Khademi Ashkaziri
Abstract
This research conducted to investigate the psychometric properties of the Person‑Situation Academic Engagement Questionnaire for Adults (PSAE-QA) (Alonso‑Tapia, Merino‑Tejedor & Huertas, 2022). This scale evaluates four components: cognitive, behavioral, emotional and agency, across five educational ...
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This research conducted to investigate the psychometric properties of the Person‑Situation Academic Engagement Questionnaire for Adults (PSAE-QA) (Alonso‑Tapia, Merino‑Tejedor & Huertas, 2022). This scale evaluates four components: cognitive, behavioral, emotional and agency, across five educational situations. The population consisted of all undergraduate students admitted to the Department of Education and Psychology of Alzahra University from the academic years 2019 to 2022. Upon requesting to cooperate, 362 students participated in the research. To collect data, the PSAE-QA used as main scale, along with Reev’s Academic Engagement Scale (2013), and Tuckman’s Procrastination Scale (1991). After collecting the data, three alternative theoretical models consist of a mono-factor model, a second-order factor model and a hierarchical model conducted to test whether the meta-construct engagement was sufficient to explain the data variance. The hierarchical model had a better Goodness-of-fit statistics. Furthermore, after examining convergent and divergent validity, the academic engagement scale (Reev, 2013) had a positive and significant correlation and the procrastination scale (Tuckman, 1991) had a negative and significant correlation. The reliability coefficient, calculated using Cronbach's α and McDonald's ω, were 0.871 and 0.875 respectively. According to the results, the PSAE-QA can considered suitable for studying the academic engagement of Iranian students
Normalization questionnaires and tools school learning
Zahra Maleki; Omid Shokri; Fatemeh Almasi
Abstract
The influence of academic support on students’ academic and personal development has been previously demonstrated. Therefore, this research conducted with the aim of validating the Persian version of the Perceived Academic Support Questionnaire (PASQ) for adolescents. Four hundred adolescents (200 ...
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The influence of academic support on students’ academic and personal development has been previously demonstrated. Therefore, this research conducted with the aim of validating the Persian version of the Perceived Academic Support Questionnaire (PASQ) for adolescents. Four hundred adolescents (200 girls and 200 boys), selected using a convenience sampling method, responded to the Perceived Academic Support Questionnaire (Reyes & et al., 2022), the Academic Interest Scale for adolescents (Luo & et al., 2019), the Brief Regulation of Motivation Scale (Kim & et al., 2018) and the Motivational Persistence Scale (Constantin & et al., 2012). The results of the confirmatory factor analysis showed that the PASQ had good factorial validity with a three-factor structure consisting of academic support from teachers, family, and peers. In addition, the results related to the correlation between the dimensions of academic support with motivational regulation, motivational persistence and academic interest supported the criterion validity of the Persian version of the PASQ. 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 PASQ across male and female adolescents. Internal consistency for the academic support from family, teachers and peers subscales was 0/90, 0/83 & 0/83, respectively. The validation results of the Persian version of the academic support questionnaire for adolescents showed that this scale has good validity and reliability and can used in future studies
Fateme Giyahi; Ali Mohammad Rezaei; Farahnaz Kianersi
Abstract
The purpose of this study was to determine the psychometric properties of lifelong learning scale (lls) among Semnan University students. the selected sample in this correlation study included 417 students (183 male&243 female) who were randomly selected using stratified method and completed study ...
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The purpose of this study was to determine the psychometric properties of lifelong learning scale (lls) among Semnan University students. the selected sample in this correlation study included 417 students (183 male&243 female) who were randomly selected using stratified method and completed study scales. Exploratory factor analysis with Principal Component Analysis method was conducted to determine the construct validity. The principle component analysis revealed that the lls consist of two factors: “self-direction and self-evaluation” and “application of knowledge and skills”. Also, data analysis showed that internal consistency of self-direction and self-evaluation factor was 0/47 and application of knowledge and skills factor was 0/63. The test- retest reliability was 0/81 and 0/70, respectively. The negative correlation between scores of lifelong learning and academic burnout (r = - 0/46; p ≤ 0/01) represents the divergent validity of the questionnaire and positive correlation with deep learning (r = 0/52; p ≤ 0/01) represents the convergent validity. There was significant relationship between lifelong learning and achievement motivation (0/49) and there was positive correlation between lifelong learning and academic achievement (0/16). Therefore lifelong learning questionnaire has suitable construct validity, convergent and divergent validity and test- retest reliability, but due to insufficient internal consistency, this scale needs to be more investigating, and it is recommended that future studies be reviewed and the internal consistency of the questionnaire will be improved by increasing the number of questions
Maryam Safaei; Siyavash Talepasand
Volume 5, Issue 4 , June 2018, , Pages 83-92
Abstract
The aim of this study was to investigate the psychometric properties of the student engagement scale in school. Population of this study were all of the students of Mahdishar city in Semnan province in 2015-2016. Participants were 502 students of 7th to 9th grades (252 male and 250 female) that were ...
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The aim of this study was to investigate the psychometric properties of the student engagement scale in school. Population of this study were all of the students of Mahdishar city in Semnan province in 2015-2016. Participants were 502 students of 7th to 9th grades (252 male and 250 female) that were selected via stratified random sampling method. All of them completed student engagement instrument (SEI) and student engagement multidimensional scale (SES-4DS). Exploratory factor analysis, item-total correlation and reliability analysis to evaluate psychometric characteristics of this questionnaire were conducted. Confirmatory factor analysis to study the measurement model and internal structure of items was carried out. Convergent validity with student engagement instrument and criterion validity with math and discipline score was studied. Results showed that the student engagement multidimensional scale in the school is saturated with four factors. The student engagement multidimensional scale in School showed positive and significant correlation with the Student Engagement Instrument (0/67), mathematics (0/14) and discipline (0/099). Reliability of the student engagement multidimensional scale in school via Cronbach's alpha, 0/82 and reliability of cognitive, emotional, behavioral and agency subscales computed 0/65, 0/75, 0/77 and /076, respectively. The findings suggest that Persian version of the student engagement multidimensional scale in School has acceptable psychometric properties and can be used as a valid instrument in academic and educational studies.
