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Investigating the Content Validity Ratio and Construct Validity of the Educational Expectations Questionnaire in the Context of E-Curriculum Content

Document Type : Research Paper

Authors

1 Assistant professor, Payame Noor University

2 Professor of Psychology, Payame Noor University

Abstract

Introduction: This study aimed to investigate the content validity ratio as well as the construct validity of Educational Expectations Questionnaire. Furthermore, it investigated the role of Others' Expectations on the change of attitude towards using E-curriculum content. Method: The method was correlation and the population included the PNU students of Fars province. The sample was selected based on Krejcie and Morgan formula and cluster sampling. Two instruments including the Teo Questionnaires (2006) and a researcher made Questionnaire of Educational Expectations were used for data collection. Data were analyzed using second confirmatory factor analysis and multiple regressions. Results: The three factors of friends and peers, teachers, and parents explained 53.71% of the total variance of Educational Expectations Questionnaire. Although in Lawshe`s Content Validity Ratio method three questions had been removed, in this study none of the questions in the second confirmatory factor analysis were deleted. Also, there was a meaningful relationship between educational expectations of friends and peers (ß=0.369), teachers (ß=0.302) and parents (ß=0.287) with changing attitudes towards electronic content. In addition, parents' (ß=0.173) and teachers' (ß=0.230) expectations influence friends' and peers' expectations from each other. Conclusion: In general, the Educational Expectations Scale has good content and construct validity and can be used to assess Others' Expectations from students. In addition, the model presented in this study is an appropriate model for investigating Others' Expectations of the change of attitude towards the E-curriculum content.

Keywords

References
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Social Cognition
Volume 4, Issue 2 - Serial Number 8
January 2016
Pages 62-75
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