Improving participation in voluntary activities in Iran is important because increasing productivity among young people, given the country's young population, contributes to community sustainability. Therefore, a better understanding of volunteer motivation in Iranian youth is needed. The Volunteer Functions Inventory (VFI) for assessing volunteer motivations has good psychometric properties and is adapted to several languages, but no validated Iranian translation yet exists. The purpose of this study was to investigate the psychometric Characteristics of voluntary functions inventory in members of Iranian Red Crescent Society. Sample size was 595 members of Youth Organization of Iranian Red Crescent Society from 31 provinces and 175 cities of Iran that were selected by multi-stage cluster sampling method and responded to voluntary functions inventory. Data were collected using a demographic sample and voluntary functions inventory (VFI). Confirmatory factor analysis using principal components method was used for data analysis. The results of the present study showed that the voluntary functions inventory had validity and reliability. Also, the factor structure showed that 29 items and 6 factors well assess people's attitudes to volunteering, and the structure of this inventory was well-fitted and confirmed all goodness of fit models. The present study provides the use of the Iranian translation of the Voluntary Functions Inventory (6 scales and 29 items) to assess volunteer motivation among young Iranian volunteers.

The present paper seeks to validate Classroom Emotions Scale for senior high school students in Qom. The participants were 342 students in grades two and three of human sciences course, who were selected through random multi-stage cluster sampling. All of them completed the Classroom Emotions scale designed by Titsworth et al, and Pekrun's Achievement Emotions Questionnaire. The data were analyzed using confirmatory factor analysis. Convergent and divergent validities were analyzed using Pearson's correlation, and reliability was analyzed using Cronbach's Alpha model. The results of confirmatory factor analysis show that a three-component structure including emotion support, emotion work, and emotion valance has acceptable fitness. Cronbach's alpha for the whole scale and subscales was at an acceptable level. The evidence for convergent validity has been obtained from the positive relationship of subscales of emotion support and emotion valance with classroom positive emotions including enjoyment and hopefulness in classroom, and from the positive relationship of subscale of emotion work with classroom negative emotions including anger, shame, anxiety, hopelessness and weariness. The evidence for divergent validity has also been obtained from the negative relationship of subscales of emotion support and emotion valance with classroom negative emotions including anger, shame, anxiety, hopelessness and weariness; and from the negative relationship of subscale of emotion work with classroom positive emotions including enjoyment and hopefulness in classroom. The results show that the Persian version of Classroom Emotions Scale has acceptable psychometric characteristics among the sample students, and it can be used as a valid instrument in psychological studies and surveys.

The purpose of this study was to investigate the validity and reliability the episodic foresight test. This study is a descriptive-analytic one. The statistical population of this study was all children ages 3, 4 and 5 with low executive functions in kindergartens in Ahvaz city on 1397. In this study 60 children was selected by random sampling method, and responded to episodic foresight test (Atance & Meltzoff, 2005). To examine of the reliability of the instrument, the reliability indicator of the evaluators and the Kappa method and the Cronbach's alpha coefficient were used and, to determined the validity of the instrument, one-way analysis variance and binomial test were used. The result of the research showed that correlation between evaluators in scoring non-verbal section was 1. 00 and in scoring verbal section was 0. 99, and the Kappa correlation coefficient between the evaluators for each scenario was among 0. 94 to 1. 00, and cronbach's alpha coefficient was 0. 75. To examine the validity of the instrument, the result of the binomial test showed that the children correct response rate was significantly higher than the response rate by chance. Also, the results of analysis of variance showed that there is a significant difference between children means score based on age and the Scheffe test showed that 3 years old children achieved scores lower than 4 and 5 years old children. But, there is no significant difference between scores of 4 and 5 years old children.

This research was conducted to investigate the adequacy of the psychometric indicators of the Persian version of Schmit, Muldoon and Pounders' Wisdom Scale. By using random clustering sampling, 278 male and female undergraduate and postgraduate students of The University of Mazandaran were selected and completed the questionnaire. Validity of the questionnaire was confirmed by applying factor analysis, convergent validity, and divergent validity. The results of factor analysis confirmed six initial dimensions. The reliability of the scale and subscales was verified by both Cronbach's alpha (.71-.80) and test-retest methods (.71-.78). In order to examine the effect of gender on each dimension as well as total score of wisdom, independent t-test was used to compare the scores of male and female students on different dimensions along with their total scores. The results showed that on various dimensions there is no statistically significant difference between male and female students. The findings of this research indicated that the scale was adequate for further studies.

The present study examined psychometric characteristics of constructivist learning environment survey, including reliability, exploratory and confirmatory factor analysis in preparation for use in educational research.For this purpose, a sample consisting of 646 high school students (328 girls and 318 boys) with a cluster random sampling method from Yazd city high schools were selected. And were tested with the constructivist learning environment survey. Reliability of this instrument in terms of Cronbach's alpha coefficients for this sample was calculated and verified. Exploratory factor analysis results led to the extraction of 5 factors wich are consistent with previous research. Confirmatory factor analysis results also showed that the five-factor structure is acceptable fit for the data. Therefore, According to the good psychometric characteristics, constructivist learning environment survey can be used for research related to the perception of the classroom environment.

One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

Background and Aim: The psychometric function characteristics (e. g. threshold and slope) of the time-compressed words have not been investigated in previous studies to compile psychometrically homogeneous word lists. Therefore, this study aimed to investigate psychometric function characteristics of monosyllabic time-compressed Persian words to develop psychometrically equivalent time-compressed word lists. Methods: Two hundred most common monosyllabic words in Persian language were timecompressed at a rate of 40%-85% and presented to 21 participants with normal hearing at a fixed intensity level. The threshold and slope of the psychometric function for all words were determined using the logistic regression. The compression ratio (CR) for 5%-95% correct recognition was predicted based on the psychometric function fitted to the measured correct recognition score. Results: Mean CR 50% of the words was in a range of 53%-78%. The mean CR 50% and slope were not significantly different between consonant-vowel-consonant and consonantvowel-consonant-consonant words. The predicted CR for 5%-95% correct recognition varied from 61. 5% to 88. 4%. The final result was two 50-word lists of monosyllabic words with the same mean threshold and slope. Conclusion: Persian time-compressed monosyllabic words have different CR 50% and slope that may interact with their intelligibility.