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Psychometric Properties of EPQR-S and EPQR-A in Syrian Context

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dc.contributor.author Michaeel, Amtanyos
dc.date.accessioned 2018-08-01T10:04:47Z
dc.date.available 2018-08-01T10:04:47Z
dc.date.issued 2008-12-01
dc.identifier.issn 1726-3678
dc.identifier.uri https://journal.uob.edu.bh:443/handle/123456789/2348
dc.description.abstract This study aimed at assessing the psychometric properties of Eysenk Personality Questionnaire - Short form (EPQR-S) and Eysenk Personality Questionnaire-Abbreviated form (EPQR-A), to assertain their suitability to be used in Syria. In order to achieve the objectives of the study various methods of reliability and validity were used، and the two instruments under investigation were administered to a wide variety of samples. Validation data collected for each of the four subscales of EPQR-S, i.e. Psychoticism P, Extraversion E, Neuroticism N, and Lie L subscales showed satisfactory coefficients of reliability, and established convergent and divergent validity, as well as construct validity for these subscales. On the other hand, this study gave, to some extent, satisfactory coefficients of reliability and validity for the four subscales of EPQR-A, although lower than those obtained for the EPQR-S subscales. The researcher proposes that the EPQR-S is suitable to be used in Syrian context; whereas much attention should be taken in using the EPQR-A which ought to be used merely when it is difficult to use the EPQR-S. The researcher also suggests that the two instruments under consideration should be subjected to further investigations. en_US
dc.language.iso ar en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/4.0/ *
dc.subject Psychometric properties
dc.subject eysenk personality questionnaire
dc.subject short form
dc.subject abbreviated form
dc.title Psychometric Properties of EPQR-S and EPQR-A in Syrian Context en_US
dc.type Article en_US
dc.identifier.doi http://dx.doi.org/10.12785/JEPS/090409
dc.volume 09
dc.issue 04
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS


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