چکیده:
This study aimed to translate MIDAS questionnaire from English into Persian and determine its content validity and reliability. MIDAS was translated and validated on a sample (N = 110) of Iranian adult population. The participants were both male and female with the age range of 17-57. They were at different educational levels and from different ethnic groups in Iran. A translating team, consisting of five members, bilingual in English and Persian and familiar with multiple intelligences (MI) theory and practice, were involved in translating and determining content validity, which included the processes of forward translation, back-translation, review, final proof-reading, and testing. The statistical analyses of inter-scale correlation were performed using the Cronbach's alpha coefficient. In an intra-class correlation, the Cronbach's alpha was high for all of the questions. Translation and content validity of MIDAS questionnaire was completed by a proper process leading to high reliability and validity. The results suggest that Persian MIDAS (P-MIDAS) could serve as a valid and reliable instrument for measuring Iranian adults MIs.
خلاصه ماشینی:
"Content Validity and Reliability of Multiple Intelligences Developmental Assessment Scales (MIDAS) Translated into Persian Mahnaz Saeidi,*1 Shahla Ostvar,2 Branton Shearer,3 Mohammad Asghari Jafarabadi4 1.
For example, the relationship between Iranian EFL learners’ multiple intelligences and their writing performance (Alizadeh, Saeidi, Hadidi, 2015); the relationship between Iranian junior high-school EFL teachers’ multiple intelligences and their teaching style (Aliakbari, 2014); Iranian EFL bilinguals’ and monolinguals’ multiple intelligences and learning strategies (Assadnasab, 2014); the relationship between EFL learners’ multiple intelligences and their performance on information gap writing task (Saeidi & Karvandi, 2014); the relationship among Iranian EFL learners’ multiple intelligences, use of reading strategies, and their proficiency level across different genders (Ezzati, 2013); a comparative study on bilingual and monolingual EFL learners’ linguistic and interpersonal intelligences across gender (Mazoochi, 2013); EFL teachers’ emotional intelligence and multiple intelligences across gender and their relationship with students’ language achievement (Reimani Nikou, 2013); multiple intelligence-based focus on form and Iranian EFL learners' accurate use of grammar (Saeidi, 2009).
As confirmed by the high reliability of the Corenbach’s alpha (82) and significant consistency illustrated by correlation between individual test items and total score, the results of the present study showed that the translation and linguistic validation process had been properly done and that the Persian version of the MIDAS had undergone a culturally appropriate validation process."