zahra tabatabaie jabali
Iran Allameh Tabataba'i University
Published in 2022
- The Psychometric Properties of the Academic Well-Being Questionnaire
- Authors: Noorali Farrokhi, Zahra Tabatabaie Jabali, Hassan Mahmoudian, Somayeh Bahmanabadi, Mostafa Alikhani
- Journal: Journal of School Psychology
- Description:
- The purpose of this study was to determine the psychometric properties of the academic well-being questionnaire among Iranian students. The research method was a survey. The sample consisted of 200 girls and boys from the first and second high schools of Seydun district in the district of Baghmalek in Khuzestan state, who were selected by random cluster sampling. The validity of the questionnaire and subscales was assessed by Cronbach's alpha coefficient, combined validity coefficient, and confirmatory factor analysis. Item reliability was measured by estimating reliability coefficients. The results showed that the 6-factor model and 4-factor models had better fit than the one-factor model, but the factor loads and the squared correlation for items of the school burnout in the 6-factor model are slightly larger than the factor loads and squared correlation for model M2.
ORCID
Published in 2020
- Development and validation a model of the evaluation process of promotion of faculty members
- Authors: Zahra Tabatabaie Jabali, Ali Delavar, Noorali Farrokhi, Mohammad Asgari
- Journal: Journal of Educational Scinces
- Description:
- This study was conducted to develop and validate a model of the evaluation process for the promotion of faculty members of humanities and social sciences in Iranian universities. Method In this study, using a comparative study of the evaluation process in the world's top universities and reviewing the research literature, the initial model was developed. Experts in higher education modified the model. Then, by conducting survey research, the validity and reliability of the model were assessed using an electronic questionnaire in sampling from faculty members of the humanities and social sciences, which constitute this study's statistical population. Results The results of the comparative study showed that in most of the top universities studied, there are several points: 1) The basic role of in-university institutions in evaluating faculty members 2) choosing the best source of evaluation and emphasizing in-depth evaluation 3) the importance of transparency and accountability in evaluation. Quantitative research findings showed that faculty members approve the proposed model for evaluating faculty members' promotion at three levels: department, college, and university, with 10 actions. Discussion The proposed evaluation process begins with an annual review to identify strengths and weaknesses in the proposed model. But in the proposed model, the formal evaluation process of promotion starts at the department level and is based on internal and external peer reviews as the most important source of evaluation. Then, the college committee's evaluation of the promotion at the college level is done, and finally, the evaluation of the faculty promotion is done by the university committee. In this model, the college and the university committee have a more supervisory role in the evaluation process. Besides, the proposed model emphasizes the writing of teaching and research statements by the candidate and the reporting of written and detailed evaluation results by evaluation committees to increase transparency and accountability in evaluation. Also, in the proposed model, faculty members have the opportunity to appeal promotion decisions after the evaluation of each committee. In general, the proposed model of the promotion evaluation process emphasizes peer evaluation, transparency, and accountability in the evaluation process.
Published in 2020
- Factor Structure of Academic Hardiness Questionnaire
- Authors: Noorali Farrokhi, Somaye Bahmanabadi, Hassan mahmoudian, zahra Tabatabaei j
- Journal: Educational Measurement and Evaluation Studies
- Description:
- The purpose of this study was to determine the factors of academic hardiness questionnaire in Students. The method was correlational study and factor analysis. Research population consisted of all undergraduate students studying in Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University. Among these students, 186 students were selected by cluster sampling using Morgan table. The revised academic hardiness questionnaire (2005) was performed on students after translating and verifying content validity. By factor analysis, nine factors were identified as the main factors of the questionnaire and were confirmed by Confirmatory Factor Analysis. The alpha coefficient of the questionnaire’s factor was 0.47 to 0.87 and Cronbach's alpha coefficient for the questionnaire was 0.81. The results of this study showed that this questionnaire has appropriate validity and reliability, and can be used as a suitable tool for educational and motivational purposes.
Published in 2014
- The Meta-Analysis of the relationship between stress job and Organizational variables
- Authors: Zahra Tabatabaei jabali Ali Delavar Ahmad Borjali
- Journal: Quarterly of Educational Measurement
- Description:
- The aim of the present research was a meta-analysis of the studies that investigated the link between job stress and organizational variables in Iranian research studies. Data collected from 78 studies conducted from 1993 to 2013 was analyzed, and the effect sizes of the relationship between stress jobs and organizational variables were computed. Findings revealed that the combined effect size for the fixed model was 0.16 and for the random model was 0.17, which were both small effect sizes (J. Cohen, 1997). Further meta-analysis showed that the work-family conflict and organizational effectiveness variables had significant positive effects on job stress. We checked for publication bias and heterogeneity of effects. The results showed no bias, but due to the heterogeneity of effects, demographic and methodological variables were examined. Findings revealed that sampling, kind of job, kind of study, and measuring tools could moderate the relationship between job stress and organizational variables as moderator effects. The overall results suggested that organizational variables that lead to feelings of loss of control, social support, or self-efficacy have a stronger relationship with job stress. This suggests that further investigation is needed.
Published in 2014
- The Meta-Analysis of the relationship between stress job and personality variables
- Authors: Zahra Tabatabaei jabali, Ali Delavar, Ahmad Borjal
- Journal: Counseling Culture and Psychotherapy
- Description:
- In recent decades, many studies have examined the relationship between job stress and personality variables. But the results are not consistent, and sometimes different results have been reported. Meta-analysis is a systematic technique to solve different results in the findings of studies about the same topic. Accordingly, the aim of the present research was a meta-analysis of the association between job stress and personality variables. Data collected from 106 studies conducted from 1993 to 2013 was analyzed, and then the effect sizes were computed. Findings revealed that the combined effect size for the fixed model was 0.23 and for the random model was 0.24, which were both small effect sizes (Cohen, 1988). Further meta-analysis showed that the positive affect, anxiety, perfectionism, hardiness, resiliency, and assertiveness variables had significant positive effects on job stress. We checked for publication bias and heterogeneity of effects. The results showed no bias, but due to the heterogeneity of effects, demographic and methodological variables were examined. Findings revealed that sampling, kind of job, kind of study, and measuring tools could moderate the relationship between job stress and personality variables as moderator effects.