Vahid Nejati; saman kamari; Sedighe Jafari
Abstract
Introduction: The aim of this study was construction and examine the psychometric characteristics of student social cognition questionnaire (SHAD). Method: This study from the perspective of the purpose and method of collecting information, was a part of correlational research based on psychometric analysis. ...
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Introduction: The aim of this study was construction and examine the psychometric characteristics of student social cognition questionnaire (SHAD). Method: This study from the perspective of the purpose and method of collecting information, was a part of correlational research based on psychometric analysis. For this purpose, a researcher-made questionnaire with 19 items was conducted on 735 girl and boy students by random multi-stage cluster sampling in universities of Sharif, Tarbiat Modares, Elmo Sanaat, Shahid Beheshti and Khaje-Nasir. For analysis of data, the exploratory and confirmatory factor analysis were used. Results: The results of exploratory factor analysis by principal components method with varimax rotation indicated the existence of 4 component social cognition that were named respectively cognition of self, mindreading, detection of educational threat and understanding of educational environment. These four component explained 49/63 percent of the total variance. Also, the results of confirmatory factor analysis confirmed the four factors of the questionnaire. On the other hand, the results of the correlation coefficient provided evidence of the convergent validity of the social cognition questionnaire with other cognitive variables in this domain. The reliability of the questionnaire was also measured by Cronbach's alpha coefficient and the correlation of the subscales with the total score of the questionnaire. Cronbach's alpha for subscale cognition of self (0/73), mindreading (0/72), detection of educational threat (0/71), understanding of educational environment (0/74) and Cronbach's alpha coefficient of the total questionnaire was (0/86). Conclusion: Generally, the results showed that social cognition questionnaire had an appropriate reliability and validity and it can be used as a useful tool to assess student’s social cognition.
Vahid Nejati; Sara Aghayi Sabet; Marzyeh Khoshali Panah
Volume 2, Issue 2 , March 2014, , Pages 47-53
Abstract
Introduction: Children with attention deficit/hyperactivity disorder (ADHD) often have difficulties in social interactions with peers and are confronted with peers rejection and social isolation. However, some researchers do not have agreement about this issue. So the purpose of this study was the comparison ...
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Introduction: Children with attention deficit/hyperactivity disorder (ADHD) often have difficulties in social interactions with peers and are confronted with peers rejection and social isolation. However, some researchers do not have agreement about this issue. So the purpose of this study was the comparison of the social cognition ability in ADHD children and normal children. Method: For this reason, Reading the Mind in the Eyes test (RMET) was conducted to 25 ADHD children and 25 normal children who were matched for age and IQ. Findings: The results indicated that the performance of ADHD children in RMET was significantly lower than the control group. Conclusions: Since the mind reading is one of the most important elements of the social cognition, it can be concluded that impairment in mind reading ability is one of the affective factors in failure of these children in social interactions and interpersonal relationship.
