The development of Response Strategies Scale (RSS): Validity and reliability studyTepki Stratejileri Ölçeği’nin (TSÖ) geliştirilmesi: Geçerlik ve güvenirlik çalışması

In this study it was aimed to develop a scale for determining response strategies to damaging acts of adolescents in interpersonal relations. In line with this aim, a-70-item trial form was constituted based on The Integrated Forgiveness Model suggested by Scobie and Scobie (1998). The study was conducted with 1255 high school students. The explanatory factor analysis revealed a construct with five factors which explains 51.29% variance of total score. These factors were named as “reinterpret self-concept”, “seek retribution” “seek revenge”, “pseudoforgiveness”, “forgiveness”. Item loads ranged from .47 to .82. The results of confirmatory factor analysis confirmed the construct with 28 items and 5 factors (S-BX2=1.66, RMSEA=.05, SRMR=.06, GFI=.90, AGFI=.87, NFI=.94, NNFI=.97, CFI=.98). Cronbach alpha coefficients varied between .65 and .90. In the study of criterion-related validity, it was determined that Response Strategies Scale was positively and significantly related with aggressive behaviors and problem solving subscales of conflict resolution behavior scale. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmada ergenlerin kişilerarası ilişkilerde yaşanan zarar verici eylemlerle başa çıkmada kullandıkları tepki stratejilerini belirlemek için bir ölçme aracının geliştirilmesi amaçlanmıştır. Bu amaçla, Scobie ve Scobie’nin (1998) Bütünleştirilmiş Affetme Modeline dayalı olarak 70 maddelik bir deneme form oluşturulmuştur. Çalışma 1255 lise öğrencisiyle yürütülmüştür. Analizlerde açıklayıcı ve doğrulayıcı faktör analizi, pearson momentler çarpımı korelasyonu, ve Cronbach alfa güvenirlik katsayısıyı teknikleri kullanılmıştır. Açıklayıcı faktör analizi sonuçları toplam varyansın %51.29’unu açıklayan beş faktörlü bir yapı ortaya çıkarmıştır. Bu faktörler “benlik kavramını yeniden yorumlama”, “cezalandırma arayışı”, “intikam arayışı”, “sahte affetme” ve “affetme” olarak adlandırılmıştır. Madde faktör yüklerinin .47 ile .82 arasında değiştiği belirlenmiştir. Doğrulayıcı faktor analizi sonuçları 28 madde ve beş faktörden oluşan yapıyı doğrulamıştır (S-BX2=1.66, RMSEA=.05, SRMR=.06, GFI=.90, AGFI=.87, NFI=.94, NNFI=.97, CFI=.98). Ölçeğin Cronbach alfa iç tutarlık katsayılarının .65 ile .90 arasında değiştiği saptanmıştır. Ölçüt bağıntılı geçerlik çalışmasında, Tepki Stratejileri Ölçeği ile çatışma çözme davranışlarını belirleme ölçeğinin saldırgan davranışlar ve problem çözme davranışları alt boyutları arasında ilişki olduğu belirlenmiştir.

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DEVELOPING A SCALE OF ADOLESCENTS’ PERCEPTIONS TOWARD ADULTS: VALIDITY AND RELIABILITY STUDIES

Research in Pedagogy ◽

10.17810/2015.91 ◽

2019 ◽

Vol 9 (1) ◽

pp. 52-64

Author(s):

Özcan Sezer

Keyword(s):

Factor Analysis ◽

High School Students ◽

Internal Consistency ◽

Test Reliability ◽

Validity And Reliability ◽

School Students ◽

Consistency Coefficient ◽

Explanatory Factor Analysis ◽

Confirmatory Factor ◽

Age Range

This study introduced the Scale of Adolescents’ Perceptions Toward Adults (SAPTA), which was developed in Turkey. The validity and reliability study for SAPTA was performed using the data obtained from 1008 high school students whose ages ranged between 14 and 18. The internal consistency coefficient calculated with the Explanatory Factor Analysis (EFA) data obtained from 381 students was found to be 0.78 for the sub-scale named “Admired Adult Characteristics,” 0.66 for the sub-scale named “Disturbing Adult Characteristics,” and 0.69 for the entire scale. The internal consistency coefficient calculated with the Confirmatory Factor Analysis (CFA) data obtained from 627 students was found to be 0.82 for the sub-scale named “Admired Adult Characteristics,” 0.68 for the sub-scale named “Disturbing Adult Characteristics,” and 0.72 for the entire scale. The Spearman-Brown split-half test reliability value was found to be 0.74. The results of the analysis indicate that SAPTA has psychometric characteristics sufficient for determining the perceptions of adolescents, whose age range between 14 and 18 years.

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Analisis faktor konfirmatori sebagai prosedur evaluasi konstruk skala kematangan karir

Counsellia Jurnal Bimbingan dan Konseling ◽

10.25273/counsellia.v9i1.3689 ◽

2019 ◽

Vol 9 (1) ◽

pp. 27 ◽

Cited By ~ 1

Author(s):

Wahyu 'Widyatmoko ◽

Yulia Ayriza ◽

Riszal Purwandika

Keyword(s):

High School ◽

Factor Analysis ◽

High School Students ◽

Career Maturity ◽

Research Data ◽

Assessment Tools ◽

Validity And Reliability ◽

School Students ◽

Confirmatory Factor ◽

T Values

Artikel ini bermaksud mengevaluasi validitas dan reliabilitas skala kematangan karir. Skala kematangan karir dirancang untuk mengumpulkan data penelitian tentang tingkat kematangan karir pada siswa SMA. Skala tersebut terdiri dari 12 item pernyataan yang disesuaikan dengan konstruk kematangan karir, yakni: kepercayaan diri dalam karir (KDK), ketidakpastian pilihan karir (KPK), dan pengetahuan terhadap karir (PTK). Hasil analisis faktor konfirmatori mengindikasikan tiga konstruk model cocok (p-vales= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Selanjutnya, 7 dari 12 item pernyataan skala kematangan karir terbukti valid (stadardized loading berkisar antara 0.52 hingga 0.72; t-values berkisar antara 8.08 hingga 12.25) dan dua dari tiga konstruk skala kematangan karir reliabel (KPK=0.68; PTK=0.70). Hal tersebut menunjukan bahwa skala kematangan karir masih dapat digunakan sebagai instrumen pengumpul data dan alat asesmen. The purpose of this article is to evaluate the validity and reliability of the career maturity scale. The career maturity scale is designed to collect research data on the level of career maturity in high school students. It is consists of 12 statement items tailored to the constructs of career maturity: career confidence, uncertainty of career choice, and career knowledge. The results of confirmatory factor analysis indicated that the three constructs of model was well fit (p-vales= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Further, seven out of 12 statement items on career maturity scale proved valid (standardized loading ranged from 0.52 to 0.72; t-values ranged from 8.08 to 12.25) and two of the three constructs of career maturity scale are reliable (KPK=0.68; PTK=0.70). This shows that the scale of career maturity can still be used as an instrument for data collection and assessment tools.

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Information, Media and Technology Skills Competency Scale: A validity and reliability study Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeği: Geçerlilik ve güvenirlik çalışması

Journal of Human Sciences ◽

10.14687/jhs.v15i2.5252 ◽

2018 ◽

Vol 15 (2) ◽

pp. 1306

Author(s):

Esin Hazar

Keyword(s):

High School ◽

Factor Analysis ◽

High School Students ◽

English Summary ◽

Technology Skills ◽

Validity And Reliability ◽

School Students ◽

Reliable Instrument ◽

Information Media ◽

Media And Technology

In this research, it was aimed to develop a valid and reliable instrument that will evaluate the competences of secondary and high school students in information, media and technology skills. The study was conducted on two separate sample groups consisting of a total of 731 secondary and high school students in the 2017-2018 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied for the construct validity of the data obtained from the measurements. As a result of EFA, a construct consisting of 23 items and six factors explaining 66.44% of the total variance was obtained. Factors obtained are; Communication and Collaboration, Programming, Problem Solving, Digital Content Development, Information and Data Literacy and Security. Findings from the CFA showed that 23 items and six sub factors of the scale have adequate fit indices. The reliability of the instrument was tested by the Cronbach Alpha internal consistency coefficient and independent t test conducted by calculating the mean scores of the top 27% (individuals with high levels of measured characteristics) of the group and the sub 27% (individuals with low levels of measured characteristics) of the group calculated reliability coefficients are determined to be within the acceptable limits.When the validity and reliability analysis results are considered, the scale can be said to be a valid and a reliable instrument. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu araştırmada ortaokul ve lise öğrencilerinin bilgi, medya ve teknoloji becerilerine ait yeterliliklerini ölçecek geçerli ve güvenilir bir ölçek geliştirilmesi amaçlanmıştır. Çalışma 2017-2018 eğitim-öğretim yılında toplam 731 öğrenciden oluşan farklı iki grup üzerinde yapılmıştır. Araştırmada elde edilen verilerin yapı geçerliği için Açıklayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. Açıklayıcı Faktör Analizi neticesinde toplam varyansın %66.44’ünü açıklayan, 23 madde ve altı faktörden oluşan bir yapı elde edilmiştir. Elde edilen faktörler; İletişim ve İşbirliği, Programlama, Problem Çözme, Dijital İçerik Geliştirme, Bilgi ve Veri Okuryazarlığı ve Güvenlik olarak isimlendirilmiştir. Doğrulayıcı Faktör Analizinden elde edilen bulgular, Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeğine ilişkin 23 madde ve altı faktörlü yapının yeterli uyum değerlerine sahip olduğunu göstermiştir. Faktörlerden elde edilen ölçümlerin güvenirliğinin analizi için Cronbach Alfa ve %27’lik altüst grup karşılaştırmalarına yer verilmiştir ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde olduğu görülmüştür. Bu bulgulara dayanarak, Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeğinin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

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Adaptación lingüística y psicométrica del Cuestionario de EstilosAtributivos Académicos (EAT-A)

Liberabit Revista Peruana de Psicología ◽

10.24265/liberabit.2020.v26n2.03 ◽

2020 ◽

Vol 26 (2) ◽

pp. e408

Author(s):

Alejandro M. Rodríguez Huitrón ◽

◽

Laura Hernández-Guzmán ◽

Keyword(s):

High School ◽

Factor Analysis ◽

Academic Performance ◽

High School Students ◽

Confirmatory Factor Analysis ◽

Factor Structure ◽

Internal Consistency ◽

Validity And Reliability ◽

School Students ◽

Confirmatory Factor

Background: Students’ attributions of their grades mayaffect their academic performance. However, lack ofevidence supporting the validity and reliability of theinstruments measuring attribution is a major concern.Objective: To analyze the factor structure, convergentvalidity and reliability of the Academic Attributional StyleQuestionnaire adapted to Mexican high school students(EAT-A). Method: The sample consisted of 557 MexicoCity students of both sexes aged between 15 and 19. Usinga confirmatory factor analysis for both success and failureattributions, a 7-factor structure and a 4-factor structureof the EAT-A were tested. The instrument’s convergentvalidity, internal consistency and reliability were examined.Results: Only the 7-factor structure showed adequate fitindices: RMSEA = .046; SRMR = .053; CFI = .961; TLI =.952 and χ²/gl = 2.72. In addition, the EAT-A evidencedconvergent validity concerning success and reliabilitymotivation. Conclusion: The EAT-A is a quick- and easy-to-administer instrument for measuring students’attributions of their grades in a reliable and valid manner.

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Turkish adaptation of the comprehensive inventory of mindfulness experiences- adolescents: A reliability and validity study

SHS Web of Conferences ◽

10.1051/shsconf/20184801038 ◽

2018 ◽

Vol 48 ◽

pp. 01038

Author(s):

Beyza Kırca ◽

Halil Ekşi

Keyword(s):

Factor Analysis ◽

High School Students ◽

Reliability And Validity ◽

Validity Study ◽

Divergent Validity ◽

Validity And Reliability ◽

Alpha Coefficient ◽

School Students ◽

Confirmatory Factor ◽

Convergent And Divergent Validity

In this study, it was aimed to adapt the Comprehensive Inventory of Mindfulness Experiences-Adolescents into Turkish, and to analyze the measure’s validity and reliability. The sample of the study consisted of 415 high school students. Confirmatory factor analysis confirmed the original eight-factor structure. Cronbach alpha coefficient for the overall scale is 0.70 and the coefficients differ from 0.48 to 0.69 for the sub-scales. Corrected item-total correlations are found to be between 0.20 and 0.55. The convergent and divergent validity was examined and statistically significant relations were found. The study showed that the Turkish adaptation of The Comprehensive Inventory of Mindfulness Experiences-Adolescents is a reliable and valid scale for measuring mindfulness in adolescents.

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A scale development study-I: Students’ opinions for use of technology in physics educationÖlçek geliştirme çalışması-I: Fizik eğitiminde teknoloji kullanımına yönelik öğrenci görüşleri

Journal of Human Sciences ◽

10.14687/jhs.v15i1.4504 ◽

2018 ◽

Vol 15 (1) ◽

pp. 509

Author(s):

Aytekin Erdem ◽

Gürcan Uzal

Keyword(s):

High School ◽

Factor Analysis ◽

High School Students ◽

Physics Education ◽

English Summary ◽

Physics Teaching ◽

School Students ◽

Cronbach Alpha ◽

Use Of Technology ◽

Confirmatory Factor

Technology which penetrates into our daily lives is also an irreplaceable part of education system. Therefore, technology should be used in physics lessons to make the lesson more interesting and learnable. To achieve this goal, it is important to be determined the opinions of students for use of technology and in which levels they use the opportunitiesin physics lessons. The aim of this study is to develop a Likert-type scale to determine “High School Students’ Opinions for Use of Technology in Physics Lessons”. Thirty one item draft of scale prepared as a result of literature scanning was broached to six experts who were working in physics teaching. The evaluation of experts finalized the draft scale with 18-item. The study group consisted of 562 students who were chosen by random sampling, were studying at 9th, 10th , 11th and 12th grades of nine different high schools (eight of them were public and one was private schools) in Tekirdağ city, Süleymanpaşa district in 2013-2014 academic year. Explanatory and confirmatory factor analyses were conducted for determining the structural validity of scale. As the result of explanatory factor analysis, it was specifies that the scale had two sub-dimensions and Likert type fourteen-item. Factor load of items in the scale ranged between 0.482 and 0.820. As the result of confirmatory factor analysis, fit indices were calculated as GFI=0.95, AGFI=0.93, NFI=0.97,NFI=0.98, CFI=0.98, RMSEA=0.06. The obtained values showed that scale items were compatible. In addition, for determining the internal consistency of the scale, Cronbach Alpha co-efficient was calculated as 0.86 for the first sub-dimension, 0.78 for the second sub-dimension and 0.89 for the whole scale. The findings presented that the prepared scale is a relevant and valid tool to measure the high school students’ opinions for use of technology in physics education. It is suggested that the developed scale can also be used in Chemistry and Biology education.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetYaşamımızın her noktasına giren teknoloji, eğitim sisteminin de vazgeçilmez bir parçası durumundadır. Bu nedenle, fizik derslerini teknolojinin desteği ile daha çekici ve öğrenilebilir düzeye taşımak ve bazı teknolojik olanaklardan yararlanmak gerekmektedir.Bu amaca erişebilmek için, öğrencilerin fizik derslerinde teknoloji kullanımına yönelik görüşlerinin ve olanakları ne düzeyde kullandıklarının belirlenmesi önemlidir. Bu doğrultuda çalışmanın amacı, lise öğrencilerinin “Fizik Eğitiminde Teknoloji Kullanımına Yönelik Öğrenci Görüşleri”ni belirlemek için Likert tipinde bir ölçeğin geliştirilmesidir.Alan yazın taraması sonucunda oluşturulan 31 maddelik taslak ölçme aracı fizik eğitimi alanında çalışan altı uzmanın görüşüyle değerlendirilmiştir. Bu görüşler doğrultusunda ölçeğin 18 maddeden oluşmasına karar verilmiştir. Araştırmanın örneklemini, 2013-2014 eğitim-öğretim yılında Tekirdağ ili Süleymanpaşa ilçesinde bulunan dokuz (sekizi devlet ve bir özel) lisedeki 9.,10.,11. ve 12. sınıflarda okuyan ve seçkisiz örnekleme yöntemi kullanılarak belirlenen 562 öğrenci oluşturmaktadır. Ölçeğin yapı geçerliğinin belirlenmesi için faktör analizleri yapılmıştır. Açımlayıcı faktör analizi sonucunda ölçeğin; iki alt boyutlu beşli Likert tipinde 14 maddeden oluştuğu belirlenmiştir. Ölçekte yer alan maddelerin faktör yükleri 0.482 ile 0.820 arasında değişmektedir. Yapılan doğrulayıcı faktör analizi sonucunda uyum indeksleri GFI=0.95, AGFI=0.93, NFI=0.97, NNFI=0.98, CFI=0.98, RMSEA=0.06 olarak bulunmuştur. Elde edilen değerler, ölçek maddelerinin iyi bir uyuma sahip olduğunu göstermektedir. Ayrıca ölçeğin iç tutarlılığını belirlemek için Cronbach Alpha katsayıları hesaplanmış olup; birinci alt boyut için 0.86, ikinci alt boyut için 0.78 ve tüm ölçek için 0.89 olarak bulunmuştur. Bu çalışmadan elde edilen bulgular doğrultusunda hazırlanan ölçeğin; lise öğrencilerinin fizik eğitiminde teknoloji kullanımına yönelik görüşlerinin saptanmasında kullanılabilmek üzere geçerli ve güvenilir bir araç olduğu anlaşılmaktadır. Geliştirilen ölçeğin, aynı zamanda Kimya ve Biyoloji eğitiminde de kullanılabileceği önerilmektedir.

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Adaptation, validity and reliability study of the “Internet Addiction Scale for Adolescents” into Albanian

Journal of Education and Learning (EduLearn) ◽

10.11591/edulearn.v15i4.20327 ◽

2021 ◽

Vol 15 (4) ◽

pp. 527-532

Author(s):

Ertan Basha ◽

Naim Telaku ◽

Armen Mustafa

Keyword(s):

Factor Analysis ◽

High School Students ◽

Internet Addiction ◽

Dimensional Structure ◽

Validity And Reliability ◽

School Students ◽

British School ◽

Confirmatory Factor ◽

The One ◽

Language Equivalence

The aim of this study was to verify the dimensions of Internet addiction in Albanian. This study employed “Internet Addiction Scale for Adolescents” to determine internet addiction. The verification of language equivalence, the scale form was administered to 164 university students studying at AAB College Faculty of Psychology and 61 High School students studying at the British School of Kosovo (altogether 245). In addition, the Cronbach Alpha internal srability coefficient was found to be .828. It was observed that the factor load values of the scale items varied between .56 and .72. The Kaiser-Meyer-Olkin coefficient (KMO) was 0.82 and the Bartlett x2 Sphericity value was 605,874 (p.000). In confirmatory factor analysis, it was seen that the one-dimensional structure of the scale provided a good fit. [x2=63.168, df=26, x2/df=2.42 RMSEA=.077, RMR=.069, S-RMR=.049, GFI=.95, AGFI=.91, CFI=.94, NNFI=.90, IFI=.94]. The findings obtained as a result of the validity factor analysis and the reliability of the scale show that the Albanian scale is valid and reliable.

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Development Instruments Through Confirmatory Factor Analysis (CFA) in Appropriate Intensity Assessment

Dinamika Pendidikan ◽

10.15294/dp.v12i1.10578 ◽

2017 ◽

Vol 12 (1) ◽

pp. 13-19

Author(s):

Ari Saptono

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Three Dimensions ◽

Likelihood Method ◽

Test Results ◽

Validity And Reliability ◽

Measurement Instruments ◽

School Students ◽

Multi Stage ◽

Confirmatory Factor

The research aims to develop the valid and reliable measurement instruments of entrepreneurship intention in vocational secondary school students. Multi stage random sampling was used as the technique to determine sample (300 respondents). The research method used research and development with confirmatory factor analysis (CFA). Result of confirmatory factor analysis (CFA) at the second order with robust maximum likelihood method shows that valid and reliable instrument with the acquisition value of loading factor is more than 0.5 (> 0,5) and a significance value of t is more than 1,96 (> 1,96). Reliability test results shows that the value of the combined construct reliability (CR) of 0.97and a variance value extract (VE) to 0.52 is greater than the limit of acceptance CR ? 0.70 and VE ? 0.50. The conclusion of the measurement instruments of entrepreneurship intention with three dimensions and 31 items met the standards of validity and reliability in accordance with the instrument development process.

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Family Relational Boundaries Questionnaire (FRBQ): Developing and Standardization

Journal School of Psychology ◽

10.32598/jspi.9.4.2 ◽

2021 ◽

Vol 9 (4) ◽

pp. 20-33

Author(s):

Ahmadreza Kiani Chalmardi ◽

◽

Masoud Asadi ◽

Asghar Shiralipur ◽

Elham Fathi ◽

...

Keyword(s):

Factor Analysis ◽

High School Students ◽

Family Relationships ◽

Convergent Validity ◽

Structural Reliability ◽

Family Relationship ◽

Cluster Sampling ◽

Validity And Reliability ◽

School Students ◽

Relationship Boundaries

Objective: The present study attempted to develop and validate the Family Relationships Questionnaire (FRQ) Based on Minuchin’s Structural Family Therapy (SFT). Methods: The study sample was comprised of 200 high school students; they were selected by cluster sampling method from Mazandaran, Sari City, Iran. The research instrument included a researcher-developed questionnaire, based on Minuchin’s SFT. Results: The exploratory factor analysis data have led to extracting 3 factors; normal boundary, enmeshment boundary, and disengaged boundary. Additionally, the obtained results suggested that the 3 elicited factors explained 62.28 variances of family relationships boundaries. Confirmatory factor analysis results revealed that elicited factors can also measure family relationships boundaries. Reliability analysis, distinctive, and convergent validity of the components of family relationship boundaries indicated that questions in assessing the components of family relationships boundaries are clear and defined. Reliability testing with Cronbach’s alpha coefficient reported a score of above 0.60 and the structural reliability was measured to be above 0.70. In other words, all 3 components can define the FRQ constructs as well. For validation, we first calculated the scores of family relationships boundaries and categorized those in a frequency table. The results scores of T and Z values revealed that the scores above the mean value indicated that more participants were aware of their family relationship boundaries. Conclusion: The present research results suggested that this questionnaire has proper validity and reliability; thus, it is proper for assessing family relationship boundaries. Therefore, the collected results can help to assess family relationship boundaries and to develop proper strategies for treatment and future researches.

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Reliability and Validity of the Persian Version Emotional Self-efficacy Scale for Young Adolescents

Journal of Research and Health ◽

10.32598/jrh.11.1.1645.3 ◽

2021 ◽

Vol 11 (1) ◽

pp. 61-70

Author(s):

Zahra Mohammadi ◽

◽

Zohreh Meshkati ◽

Keyword(s):

Factor Analysis ◽

High School Students ◽

Factor Structure ◽

Self Efficacy ◽

Reliability And Validity ◽

First Grade ◽

Validity And Reliability ◽

School Students ◽

Statistical Population ◽

Persian Version

Background: The present research aimed at determining the reliability and validity of the Persian version of the Emotional Self-Efficiency Scale (ESES) for adolescents of Isfahan city. This study was conducted using a developmental research method. The statistical population consisted of all the first-grade high school students of Isfahan city in 2018 (n=59396). Methods: A total number of 280 students (160 girls and 120 boys, mean±SD age of 12.98±1.14) were selected using a stratified random sampling method, and completed ESES for adolescents (2015), as well as Self-Efficacy Questionnaire for Children (2001). Results: An Exploratory Factor Analysis (EFA) revealed the four-factor structure of ESES. A Confirmatory Factor Analysis (CFA) also confirmed the fit of the four-factor structure of the scale. The results of the within-group correlation coefficient were obtained to investigate the acceptable test-retest reliability. The results of the correlation between the above-mentioned scale and SEQ-C instrument was also significant (P<0.05). Moreover, ESES and its dimensions had proper reliability over time. The reliability obtained by Cronbach’s alpha for all four dimensions of the questionnaire, given the number of items, was higher than 0.5 for each dimension and higher than 0.7 for the whole scale, which was acceptable. Conclusion: These findings indicate the acceptable validity and reliability of ESES for Isfahan’s adolescents, and its validity and reliability should be investigated in broader research on Iranian children and adolescents.

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