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Showing 2 results for Sex Differences
Testing for factorial invariance of the Farsi version of the Positive and Negative Affect Schedule across sexes
Omid Shokri, Ahmad Goudarzi, Masoud Sharifi,
Volume 9, Issue 1 (8-2014)
Abstract

aim of this study was to examine factorial invariance of the 20-item Positive and Negative Affect Schedule-Farsi version (PANAS) among male and female university students. A total of 371 undergraduate students (183 males and 188 females) at Shahid Beheshti University completed the Farsi version of the PANAS. First, two-factor model consisted on positive and negative affect were applied to the total sample. Then, single group analysis showed an acceptable two-factor measurement model consisting of positive and negative affect for both male and female groups. Further, based on the one-factor model, results from multi-sample analysis revealed that the Farsi version of the PANAS has the property of sound factorial invariance across sexes, including invariance of measurement residuals, structural covariances and regression measurements. These findings emphasizing the group invariance of factorial structure of PANAS, indicate that PANAS measures a similar construct in these subsamples. The results revealed that the two factors of positive and negative affects in PANAS were perceived in the same manner across students in the two sex groups.


Sex Differences in Academic Self-Handicapping: The Role of Achievement Goal Orientations
Elahe Godarznaseri, Omid Shokri, Saman Kamari,
Volume 12, Issue 2 (2-2018)
Abstract
Objectives This study examined the role of achievement goals in moderating the relationship between sex and academic self-handicapping. 
Methods In our correlational research, 320 university students (154 men and 166 women) were selected by multistage cluster random sampling method. They completed the Academic Self-Handicapping Scale (ASHS) and the Achievement Goal Questionnaire-Revised (AGQ-R). Based on the suggestion logic, the model of moderation among sex, achievement goals, and academic self-handicapping was examined by regression analysis.
Results According to hierarchical regression model results, male students compared to their female classmates reported higher levels of academic self-handicapping. Results also indicate a negative significant relationship between mastery-approach and mastery avoidance and positive significant relationship between performance-approach and performance-avoidance. Non-significant sex × achievement goals interactions were found in the relationship between sex and academic self-handicapping. 
Conclusion In sum, achievement goals do not moderate the association between sex and academic self-handicapping.

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