Masoud Husseinchari; Anahita Mehrpour
Volume 11, Issue 38 , January 2016, , Pages 1-25
Abstract
Reading is an important skill for language acquisition. Considering the great importance of reading comprehension across students’ life span, educational researchers have paid their attention to this area. The present study was aimed to investigate the psychometric properties of the elementary ...
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Reading is an important skill for language acquisition. Considering the great importance of reading comprehension across students’ life span, educational researchers have paid their attention to this area. The present study was aimed to investigate the psychometric properties of the elementary reading attitude survey (ERAS) which was designed by McKenna & Kear. Participants were 387 junior high-school students in Shiraz. They were selected based on purposive sampling. Two-hundred and one students studying in a gifted school & one-hundred and eighty six students studying in a public school filled the ERAS. To investigate the construct validity of the questionnaire exploratory factor analysis with Varimax rotation was performed using SPSS (V. 16). Measures of sampling adequacy were satisfying. EFA revealed two factors, academic reading attitude & recreational reading attitude which explain 47.42 percent of variance. In addition, the obtained Chronbach’s alpha was 0.77 and it was revealed that ERAS reliable to be used in Iran. In general, the results revealed that elementary reading attitude survey is a reliable and valid measure to be used for Iranian junior high-school students and it can be use for educational and research purposes.
laleh khajeh; masud hoseinchari
Abstract
The present study was aimed to investigate if academic self- efficacy can be predicted by social anxiety and classroom psychosocial climate in junior high school students. The sample was 550 (250 female and 3oo male) students who were selected via random cluster sampling in Jiroft. In order to gather ...
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The present study was aimed to investigate if academic self- efficacy can be predicted by social anxiety and classroom psychosocial climate in junior high school students. The sample was 550 (250 female and 3oo male) students who were selected via random cluster sampling in Jiroft. In order to gather the needed information, Academic Self- efficacy Questionnaire, Social Anxiety Scale for Adolescents and My class Inventory were used. Multiple regression (enter method) was used for analyzing the data. Results indicated that the Competition as a component of classroom psychosocial climate was negative predictor for academic self- efficacy and also Friction was positive predictor for Context in academic self- efficacy; but Cohesion cannot predict the dimensions of academic self- efficacy. Also findings indicated that the dimensions of social anxiety cannot predict the academic self- efficacy; but among the dimensions of social anxiety, social avoidance and distress- new can negatively predict the context as a component in academic self- efficacy. Finally, it revealed that talent can be predicted by social avoidance and distress-general dimensions. It can be concluded that classroom psychosocial climate and its components are stronger predictors for academic self- efficacy than social anxiety and its dimensions.
