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Afzal Akbari Baloutbangan, Siyavosh Tlepasand,
Volume 12, Issue 4 (3-2015)
Abstract
Background and Aim: Bullying a form of persecution, physical, sexual and psychological one or more students against another student repeatedly over a period of time. The aim of this study was to evaluate the psychometric characteristics of the bullied scale in elementary school.
Materials and Methods: The study population all elementary students in Semnan in the 2013-14 school year. To this end, 607 students of Semnan were selected by using a stratified sampling method. All of them Harter's bullying Scale, Illinois bullying and Harter’s motivation questionnaire to complete. Data in the context two classical theories and the test-questions theory analyzed. Exploratory factor analysis, item-total correlation and reliability analyses were undertaken to assess the psychometric properties of the Harter's bullying Scale. The Sami Jima answers Scaled model Fitness data were used for analysis.
Results: Results showed Harter’s bullying scale of factor is saturated. Rating scale using Cronbach's alpha coefficient bullying Harter’s 0.74 respectively. Harter's bulling scale significant positive correlation with absence from school and with academic motivation, academic achievement and discipline scores showed a significant negative relationship. Data answer questions Harter’s scale with Samejima model had a good fitness and more information about the test showed that the slopes of -0.8 to +2.2 continuums feature.
Conclusions: Persian version of Harter's bullying scale had acceptable psychometric properties and could be used as reliable and valid instrument in psychological research.
Afzal Akbaribalootbangan, Mahmood Najafi, Jalal Babaee,
Volume 14, Issue 1 (6-2016)
Abstract
Background and Aim: The present research aimed to study the psychometric characteristics of a subjective well-being questionnaire among high school students.
Materials and Methods: This was a descriptive correlational study. A total of 400 high school students (200 boys and 200 girls) in the City of Ghom, Iran were selected by multistage cluster sampling. Data were collected using the Oxford subjective well-being and happiness inventory questionnaire. Factor analysis and Cronbach's alpha coefficient and the Pearson correlation test were used to analyze the data.
Results: Factor analysis showed that the scale was saturated with four factors. In addition, Pearson correlation test indicated that subjective well-being was positively associated (p < 0.01) with happiness (r=0.27), discipline (r=0.11) and academic achievement (r=0.28). Also the reliability of the subjective well-being questionnaire using Cronbach's alpha was found to be 0.87 for the total scale and 0.69, 0.85, 0.73 and 0.78 for the subscales school connectedness, joy of learning, educational purpose and academic efficacy, respectively; these findings indicate that the tool used was quite good and reliable.
Conclusions: Based on the findings is concluded that the Persian version of the subjective well-being questionnaire is an acceptable tool to determine the psychometric characteristics of high school students and can be used as a valid instrument in psychological research.
Ghasem Keshavarz Gerami, Afzal Akbari Balootbangan, Khadijeh Babakhani,
Volume 15, Issue 3 (12-2017)
Abstract
Background and Aim: The objective of this study was to assess the psychometric properties of the Adolescent Depression Scale (ADS) based on the item-response theory and compare the results with those based on the classic test theory.
Materials and Methods: A total of 750 students (364 males and 386 females) were selected through multistage random clustering (levels proportional to size) and completed a questionnaire comprising 46 questions developed by the investigators.
Results: Results of factor analysis and questions structure showed that the important item-response theory presumptions, namely, unidimensionality and local independence, are contained in ADS. As regards the psychometric characteristics of the questions, results from the two theories were similar, except that the item-response theory provided more valid indices for assessing the questions. Further analysis of the data indicated that the two theories showed close values for internal consistency with regard to psychometric characteristics, such that values of 0.933 and 0.947 were obtained for Alpha Cronbach and marginal validity, respectively. Finally, the normality scores were calculated based on the Item Response Theory with those based on the Classic Test Theory. Ranking the individuals by the two theories showed considerable differences as regards the depression construct continuum, such as a difference of 86, 92, or 93 individuals.
Conclusions: Based on the findings, it can be concluded that the item-response theory models provides a higher number of more exact indices for judgment and making decisions about questions, tests and individual ranking. Therefore, application of the item-response theory for assessment of other educational and psychological constructs is recommended.
Nasim Ahmadi, Siavash Talepasand, Eshagh Rahimianboogar,
Volume 17, Issue 1 (6-2019)
Abstract
Background and Aim: The aim of the present study was to investigate the relationship of hope and life satisfaction with students bullying and bullying victimization with the mediating role of school connectedness.
Materials and Methods: This was a cross-sectional study, the statistical population being high school students of Tehran city in the school year 2015-16. A sample of 300 students was selected using the stratified random sampling method. The data collection tools were the Snyder’s hope scale, Diener et al. life satisfaction scale, Waters and Cross School Connectedness scale and the Espelage and Holt Bullying scale. The hypothetical model was analyzed using path analysis with the LISREL8.57 software.
Results: Analysis of the data showed the following: 1. Hope and life satisfaction had a structural positive direct effect on school connectedness; 2. Life satisfaction had a direct negative effect on bullying; 3. Bullying had a direct effect on bullying victimization; 4. School connectedness had no direct effect on students bullying and bullying victimization. 5. Life satisfaction had an indirect effect on bullying victimization through bullying; 6. Finally, the indirect effects of hope and life satisfaction on bullying and bullying victimization through school connectedness were not confirmed.
Conclusion: In can be concluded that life satisfaction is a facilitating factor for the school connectedness, serving as a protective factor against bullying. Hope and school connectedness may act as protecting factors in the prevention of bullying.
Afzal Akbari Balootbangan, Siavosh Talepasand, Ali Mohammad Rezaei, Eshagh Rahimian Boogar,
Volume 17, Issue 2 (9-2019)
Abstract
Background and Aim: In recent years bullying behaviors among school adolescent have risen and have raised concerns for psychologists, teachers and their families around the world. The use of bullying control methods in schools is important. Therefore, the purpose of this study was to evaluate the effectiveness of bullying control training program on health promotion behaviors in bullying adolescents in Tehran.
Materials and Methods: The statistical population consisted of students aged 12 to 17 years old in public schools in Tehran. A total of 40 subjects (20 controls and 20 experimental groups) were randomly assigned into two groups of experimental and control groups. Using a pilot, pre-test, post-test and one month follow up with the control group, Hartler's bullying questionnaire and health promotion behaviors were implemented on both groups. Then, experimental testing of bullying control training was performed in 8 sessions on the experimental group and after the completion of the sessions the post-test was presented to both groups. After that, a month's follow-up was carried out. For data analysis, multivariate analysis of repeated measurements was performed using SPSSV22 software.
Results: The results showed that the cognitive-behavioral bullying control training program on health promotion behaviors between the two groups was significantly different in three stages (p<0.05).
Conclusion: According to the results of this study, bullying control education can be effective on health promotion behaviors of adolescents aged 12 to 17 years and can be used to improve their health. Parents, teachers, managers and other professionals can learn from these trainings.
Monire Mohammadinezhad Motlagh, Siavash Talepasand, Eshagh Rahimian Bouger,
Volume 19, Issue 2 (9-2021)
Abstract
Background and Aim: The aim of this study was to investigate the effectiveness of emotional working memory education on the ability to control emotions and cognitive emotion regulation in women hurt by infidelity.
Materials and Methods: This was a pre-test, post-test and follow-up single-blind intervention study. From among the women hurt by infidelity referring to the Social Emergency Department of Sabzevar City, Iran between September and January 2021, a sample of 42 were randomly selected and assigned to either an experimental (n = 21) or a control group (n = 21). They completed 2 questionnaires, namely, an Inhibition of Emotions Questionnaire (27) and a Cognitive Emotion Regulation Questionnaire (29), initially and after the intervention. The education was carried out in 20 sessions using emotional working memory education software (32). The data were analyzed using the repeated measures multivariate analysis of variance.
- : Analysis of the data showed that emotional working memory education can affect the ability to control emotions and regulate cognitive emotion in women hurt by infidelity.
- : A complementary treatment strategy for controlling emotions and cognitive emotion regulation in women hurt by infidelity is emotional work-based education. Practical implications of the findings of this study were discussed.
