The Modified Yale Food Addiction Scale 2.0 (mYFAS 2.0) was developed with the primary objective of evaluating food addiction (FA). The present study aimed to undertake the translation, pilot testing, ...and evaluation of the psychometric properties of the mYFAS 2.0 within the Persian-speaking population.
The transcultural adaptation of the mYFAS 2.0 to the Persian language was conducted. Data collection was carried out through an anonymous online questionnaire. Participants completed the Persian versions of the mYFAS 2.0, Binge Eating Scale (BES), Barratt Impulsivity Scale (BIS-11), and Connor-Davidson Resilience Scale (CD-RISC). The assessment encompassed the evaluation of internal consistency reliability, factor structure, as well as convergent and discriminant validity of the aforementioned questionnaires.
Confirmatory factor analysis revealed that the single-factor model of the Persian translation of mYFAS 2.0 performed satisfactorily, with comparative fit index (CFI) and Tucker-Lewis index (TLI) values exceeding 0.95, standardized root mean square residual (SRMR) less than or equal to 0.09, and root mean square error of approximation (RMSEA) below 0.03. The internal consistency and composite reliability of the mYFAS 2.0 were favorable in the entire sample, as well as in both male and female groups, with alpha (α) values of 0.83, ordinal alpha (αord) of 0.93, and composite reliability (CR) of 0.86. Additionally, significant relationships were observed between the total score of BES (r = 0.59, p < 0.001), BIS-11 (r = - 0.16, p < 0.001), and CD-RISC (r = 0.22, p < 0.001) with mYFAS 2.0-diagnosed FA presence, severity, and symptom count.
The Persian version of the mYFAS 2.0 exhibited satisfactory psychometric properties.
Background: Formation of social skills in elementary students is usually dependent on several factors, which need to be identified for the improvement of school outputs. The purpose of this study was ...to predict social skills of students based on attitude towards school and school environment.
Methods: A descriptive-correlational method was used. The statistical population consisted of all high school female students in Qazvin in the academic year 2018-2019. Using cluster sampling, 240 students were selected as the sample. The tools included Delaware School Climate, Gresham and Elliot’s Social Skills, and McCook and Siegel’s Attitude to School questionnaires. To analyze the data, some descriptive and inferential statistics were used for multivariate analysis of variance and structural equation modeling.
Results: The findings showed that “responsibility” (22.03), “attitude toward teacher and class” (35.42), and “student-teacher relations” (21.35) had the highest mean in public schools. Furthermore, in non-public schools, “responsibility” (22.24), “motivation/self-regulation” (51.90) and “student-teacher relations” (25.15) had the highest mean. In addition, there was a positive correlation between some “school climate” dimensions and “attitude to school” and “social skills”, by P=0.001 (cooperation=0.023, assertiveness=0.012, accountability=0.0001, participation=0.020, self-control=0.024). The highest effect belonged to “cooperation” and “responsibility”, and the lowest effect pertained to “sympathy”. There was no significant difference between public and non-public schools regarding “communication” (P=0.021) and “cooperation” (P=0.0154). Moreover, “school environment” was different in school type (P=0.001), but “attitude to school” did not differ significantly (P>0.05).
Conclusions: Based on the results, it could be said that the association between school environment and attitude to school can be an important factor in dealing with social skills; therefore, to improve students’ social skills, it is recommended that the educational planners pay more attention to the quality of schools’ environment and attitude to school.
In this study, a framework has been designed to guide institutions to better improve learner satisfaction and further strengthen their e-learning implementation. Undergraduate participants (n = 600) ...completed an online survey of 132 items. This article will first report on the development and validation of an instrument that attempts to reveal factors that affect user satisfaction, and then a multiple regression analysis and a path analysis help further investigate which factors can significantly predict learner satisfaction. The factor analysis identified 14 different factors. These factors were further categorized by the researchers into 6 dimensions i.e. learner dimension, instructor’s dimension, course dimension, technology dimension, design dimension, and the environment dimension. The multiple regression analysis showed that e-learners satisfaction can mostly be predicted by learner interaction with others. Findings of this research will help institutions by providing them with psychometric properties that add pedagogical value to e-courses.
•Important factors that influence e-learner satisfaction in virtual courses.•Exploratory factor analysis helped identify important factors and construct a model.•Dimensions were learner, instructor, course, technology, design, and environment.•Direct method multiple regression analysis to test the effect of different variables.•Path analysis to measure model fit and visualize factors in e-learner satisfaction.
Background: Patients' perceptions of illness can influence their compliance with medical recommendations and, consequently, their perceived quality of life. Objectives: This study aimed to evaluate ...illness perception in patients diagnosed with coronary heart disease (CHD). Methods: This cross-sectional correlational study was conducted on 300 individuals with CHD, who were selected from the specialized heart clinics affiliated with Mazandaran University of Medical Sciences in 2018 using the convenient method. The researcher used the brief illness perception questionnaire (B-IPQ), the coping schemas inventory (CSI), and a 3-item questionnaire (designed by the researcher) to collect data. The Data were analyzed by the Structural Equation Modeling Modeling (path analysis) in LISREL based on the Maximum Likelihood Estimation (MLE) at P < 0.01 and P < 0.05. Results: A total of 60% of the individuals aged between 30 to 65, including 60.3% male and 39.7% female. Based on the research model, paths of coping strategies directly affected the perceived quality of life. Illness cognition directly impacts coping strategies and indirectly affects the perceived quality of life through the mediating role of managing strategies. Based on the evaluation of SRMI, perceived quality of life can be predictive through coping strategies and illness cognition. Conclusions: Based on the results, patients should be informed about their illness’s cognitive components and adaptive coping strategies, including situational coping strategies, coping by social support, acceptance, and active emotional expression coping to improve their quality of life.
The aim of this study was to identify the components of fair classroom assessment and formulate a conceptual framework for it by following the steps proposed by Okoli and Schabram for a systematic ...review. For this purpose, three databases including Eric, Elsevier, and Springer were systematically searched. As a result of this research, 39 sub-themes for fair classroom assessment were obtained in the form of 7 themes of "educational fairness", "interactional fairness", "procedural fairness", "distributive fairness", "egalitarian fair assessment", "equitable fair assessment" and "validity". Based on the theoretical definitions provided in the social justice approach and measurement theory, these scattered themes were presented in the form of an integrated and coherent model for fair classroom assessment. This model has a process view of fairness in classroom assessment; thus, the violation of the assessment indicators in each of the stages of "gathering", "using" and "interpreting", in addition to reducing the perception of fairness of one of the seven themes, affects the fair classroom assessment. Also, the violation of fairness in each of these stages affects fairness in the next stage. The presented model will help teachers and professors in recognizing the indicators affecting each of the themes of fairness in the classroom assessment and by increasing their assessment literacy will help them in planning and implementing assessment and educational processes and designing tests that provide a fairer classroom assessment. This model and its concepts can also help assessment researchers to develop a tool for evaluating fairness in classroom assessment and provide the basis for quantitative research to examine the effectiveness of the paths identified in the model.
Objective: The COVID-19 pandemic has changed the lives of people worldwide. Considering that no specific pharmaceutical treatment exists for this disease, the best way to deal with it is through ...prevention. However, many people in the community do not implement preventive behaviors. The study investigates the risk perception of infectious diseases following psychological factors and social variables, such as age, gender, family structure, occupation, income, and saving as social factors. Methods: A sample of 371 adults in the age range of 18 to 60 years (224 females and 147 males) was selected via the convenience sampling method from Karaj City. They answered questions about social variables, vulnerability to infectious diseases questionnaire, and questions about protective behaviors according to the World Health Organization protocol on COVID-19. Results: The results showed that in the psychological dimension, self-risk assessment and vulnerability to infectious diseases can predict COVID-19-related preventive behaviors. In the social dimension, the family structure, gender, and familial and social relationships of individuals predicted protective behaviors in individuals. Conclusion: prevention is essential for controlling the pandemic and it is necessary to consider the risk factors in every society.
The present study was conducted to examine the psychometric properties and gender invariance of the Iranian version of the Dimensions of Identity Development Scale (DIDS). A total of 1453 adolescents ...(50.8% female; 14-18 years old, mean = 15.48) participated in a cross-sectional study and completed the DIDS and the Youth Self-Report of behavior problems. The Confirmatory Factor Analysis supported the six-factor model of the DIDS, echoing past studies showing the original 5th factor (Exploration in Depth) being divided into Exploration in Depth and Reconsidering the Commitment. The invariance testing showed comparable measurement properties of the DIDS across males and females (strict measurement invariance). Further, behavior problems were associated positively with Ruminative Exploration and negatively with Commitment Making, Identification with Commitments, Exploration in Depth, and Reconsideration of Commitments, whereas the opposite was true for academic performance. A six-factor DIDS was shown to be a valid and reliable measure for the assessment of identity development dimensions among Iranian adolescents. Future studies in the Iranian context evaluating the identity clusters derived from identity dimensions and their gender differences are warranted.
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