Volume 2, Issue 2 (June 2020)                   Iranian Evolutionary and Educational Psychology 2020, 2(2): 120-130 | Back to browse issues page

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Saranjam R. Psychometric Properties of Self-Regulating Climate Questionnaire. Iranian Evolutionary and Educational Psychology 2020; 2 (2) :120-130
URL: http://ieepj.hormozgan.ac.ir/article-1-196-en.html
Hormozgan University of Medical Sciences, Bandar Abbas
Abstract:   (1196 Views)
The study sought to determine the psychometric properties of self -regulatory climate questionnaire among Iranian students as well as comparing the self- regulatory climate in Gifted and Public Schools. The statistical population included the first-year high school male students in gifted and public schools in 2018. In the first study, 200 students were selected through random sampling. 30 students were randomly assigned to each group via a random sampling method in the second study. The self-regulatory climate questionnaire was used for the collection of data. The reliability of the questionnaire was also evaluated by Cronbach's alpha and to test its validity, the confirmatory factor analysis was used. Also, the multivariate analysis of variance was used to test the research hypothesis. The findings showed that self-regulatory climate questionnaire had proper internal consistency for subscales and total scale. Besides, the fitness indices obtained from confirmatory factor analysis revealed that the scale had proper construct validity and all items had an appropriate load factor. The results also revealed that the gifted schools have a higher self-regulation climate. In general, the results of the present study supported the usefulness of the self-regulatory climate questionnaire among the Iranian sample and provided some evidence of the role of characteristics of the gifted schools in the self-regulatory climate. In general, self-regulatory climate is a valid and effective construct which has positive consequences for academic performance.
Full-Text [PDF 270 kb]   (648 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2020/01/10 | Accepted: 2020/03/10 | Published: 2020/06/20

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