Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students

The aim of this study was to investigate the psychometric properties of the Persian version of social-emotional competence questionnaire and determine its relationship with academic buoyancy in Iranian students. In the present study, confirmatory factor analysis, item-total correlation, Cronbach...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	kamyar azemi, Manijeh Shehni Yailagh, Mehrdad Khoshnamvand
Formato:	article
Lenguaje:	FA
Publicado:	Islamic Azad University, Tabriz Branch 2021
Materias:	social-emotional competence academic buoyancy validity reliability middle school students Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/351098fba6314189a05c964265e38420
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:351098fba6314189a05c964265e38420
record_format	dspace
spelling	oai:doaj.org-article:351098fba6314189a05c964265e384202021-11-09T05:54:14ZPsychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students2345-62992476-562710.30495/jinev.2021.1908790.2272https://doaj.org/article/351098fba6314189a05c964265e384202021-08-01T00:00:00Zhttp://jinev.iaut.ac.ir/article_685654_10d5aba0a88e211b2a620cef207f6537.pdfhttps://doaj.org/toc/2345-6299https://doaj.org/toc/2476-5627The aim of this study was to investigate the psychometric properties of the Persian version of social-emotional competence questionnaire and determine its relationship with academic buoyancy in Iranian students. In the present study, confirmatory factor analysis, item-total correlation, Cronbach's alpha, Pearson correlation, multiple regression analysis and multivariate analysis of variance with a sample of 348 middle school students in Ahvaz (196 girls and 152 boys) which were selected by multi-stage cluster sampling method was used. The results findings of confirmatory factor analysis showed a model with a good fit for the five-factor structure of the social-emotional competence questionnaire. In addition, the findings indicated that the questionnaire had high internal consistency reliability. Also, there was a positive and significant relationship between social-emotional competence and academic buoyancy. Finally, the results of multivariate analysis of variance showed that there was a statistically significant difference between girls and boys in the dimensions of the social-emotional competence questionnaire. These findings suggest that the Persian version of the social-emotional competence questionnaire is a valid and reliable tool for assessing social-emotional competence in the population of Iranian middle school students. Practical implications, limitations, and future research needs for professionals, researchers, teachers at the classroom and school level are discussed.kamyar azemiManijeh Shehni YailaghMehrdad KhoshnamvandIslamic Azad University, Tabriz Brancharticlesocial-emotional competenceacademic buoyancyvalidityreliabilitymiddle school studentsEducationLSpecial aspects of educationLC8-6691FAآموزش و ارزشیابی, Vol 14, Iss 54, Pp 59-83 (2021)
institution	DOAJ
collection	DOAJ
language	FA
topic	social-emotional competence academic buoyancy validity reliability middle school students Education L Special aspects of education LC8-6691
spellingShingle	social-emotional competence academic buoyancy validity reliability middle school students Education L Special aspects of education LC8-6691 kamyar azemi Manijeh Shehni Yailagh Mehrdad Khoshnamvand Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students
description	The aim of this study was to investigate the psychometric properties of the Persian version of social-emotional competence questionnaire and determine its relationship with academic buoyancy in Iranian students. In the present study, confirmatory factor analysis, item-total correlation, Cronbach's alpha, Pearson correlation, multiple regression analysis and multivariate analysis of variance with a sample of 348 middle school students in Ahvaz (196 girls and 152 boys) which were selected by multi-stage cluster sampling method was used. The results findings of confirmatory factor analysis showed a model with a good fit for the five-factor structure of the social-emotional competence questionnaire. In addition, the findings indicated that the questionnaire had high internal consistency reliability. Also, there was a positive and significant relationship between social-emotional competence and academic buoyancy. Finally, the results of multivariate analysis of variance showed that there was a statistically significant difference between girls and boys in the dimensions of the social-emotional competence questionnaire. These findings suggest that the Persian version of the social-emotional competence questionnaire is a valid and reliable tool for assessing social-emotional competence in the population of Iranian middle school students. Practical implications, limitations, and future research needs for professionals, researchers, teachers at the classroom and school level are discussed.
format	article
author	kamyar azemi Manijeh Shehni Yailagh Mehrdad Khoshnamvand
author_facet	kamyar azemi Manijeh Shehni Yailagh Mehrdad Khoshnamvand
author_sort	kamyar azemi
title	Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students
title_short	Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students
title_full	Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students
title_fullStr	Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students
title_full_unstemmed	Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students
title_sort	psychometric properties of the persian version of the social-emotional competence questionnaire and its relationship with academic buoyancy in iranian middle school students
publisher	Islamic Azad University, Tabriz Branch
publishDate	2021
url	https://doaj.org/article/351098fba6314189a05c964265e38420
work_keys_str_mv	AT kamyarazemi psychometricpropertiesofthepersianversionofthesocialemotionalcompetencequestionnaireanditsrelationshipwithacademicbuoyancyiniranianmiddleschoolstudents AT manijehshehniyailagh psychometricpropertiesofthepersianversionofthesocialemotionalcompetencequestionnaireanditsrelationshipwithacademicbuoyancyiniranianmiddleschoolstudents AT mehrdadkhoshnamvand psychometricpropertiesofthepersianversionofthesocialemotionalcompetencequestionnaireanditsrelationshipwithacademicbuoyancyiniranianmiddleschoolstudents
_version_	1718441283841687552

Psychometric Properties of the Persian Version of the Social-Emotional Competence Questionnaire and its Relationship with Academic Buoyancy in Iranian Middle School Students

Ejemplares similares