[ validation and multi-group confirmatory factor analysis of the satisfaction with life scale in nurse and midwife undergraduate students]

The Satisfaction with Life Scale [SWLS] is one of the most widely used scales for the measurement of subjective well-being. The aim of the present study was to evaluate the psychometric properties of an Iranian version of the SWLS among nurse and midwife undergraduate students. This investigation is a descriptive- analytic study. Subjects were 370 nurse undergraduate students selected randomly from Tabriz University of medical sciences. All participants were asked to complete the SWLS and Farsi version of WHOQOL-BREF. Confirmatory factor analysis showed support for a one-dimensional factor structure. A one-dimensional measurement model of the SWLS was tested and received empirical support. However, the modification indices of the model suggested an alternation of the factor structure. Therefore, two-factor measurement model was tested. The two-factor model had a superior fit compared to the one-dimensional model. Furthermore, a multi-group analysis was performed to test the measurement invariance of the SWLS across sex. The results indicate that the SWLS is invariant across sex. Also, SWLS had good internal consistency [Cronbach's a=0.85]. Significant positive correlations between the scores of Satisfaction with Life Scale and the four domains of the WHOQOLBREF provided empirical support for the convergent validity of the SWLS. Sex differences were significant in SWLS; mean scores for female student were significantly more than male student. The results of this study indicate that the Iranian SWLS is a valid and reliable measure of life satisfaction for nurse students

[Validity and reliability of the aggression scale for preschoolers and assessment of aggression in preschool children in Uromia]

The present study examined the factor structure, internal consistency, and construct validity of the aggression scale for preschoolers. The aggression scale for preschoolers [ASFP] was a 27-item Likert rating scale questionnaire designed to assess different subtypes of aggression [relational, physical and verbal aggression]. Subjects were 489-6year-old pre-school children [313boys and 176 girls] selected randomly from kindergartens in Uromia, Iran. Factor analysis using principal components methods was used to identify the factor structure of ASFP. Results of the study indicated that the coefficient of cronbach's alpha was 0.98 for total scores. Factor analysis produced four factors that included dimensions of physical assault, verbal assault, relational and impulsive aggression. Sex differences were significant in two factors; Mean scores for boys were significantly more than girls in physical assault and verbal assault aggression. But there was no significant difference in the relational and impulsive aggression. Due to high reliability of the aggression scale for preschoolers, this scale could be used as reliable and valid scale in educational, clinical and other research areas

effect of social competence training on decreasing in aggression pre-school boys

Childhood aggression predicts the later high-risk behavior. Research shows that aggressive children become violent because of abnormal social relations and ineffective group or individual ways of solution conflict. Empirical studies need to be done to find effective strategies for overcoming this phenomenon. This research evaluates three dimensional model of social competence; [1] cognitive skills and abilities; [2] behavioral skills; [3] emotional competence on 6 boys with the age of 6 years old. Subjects were selected from Uremia kindergartens. Instructional materials involved 7 skills [self-knowledge, empathy, interpersonal communications, relationships, cope with emotional issues, decision making and social problem solving]. This training the skills carried out at 13 weeks in two stages and once a week. Behavior changes of all the subjects remained stable in follow-up visits [two weeks and 1 month later]. The findings of this research indicates that aggressive behavior in children decreased deeply after participating in instructional classes and acquired skills were generated to kindergarten and home. Behavior changes of all the subjects