عنوان مقاله [English]
Aim: The aim of the study was determining factor structure and psychometric properties of the academic competence evaluation scale in female teenage students. Method: Study design was descriptive and statistical population included female second secondary school students in the city of Tehran in 2016 (N=49421). Using multistage random sampling, 120 students in the first stage and 450 students in the second stage were selected from eight education authorities and from each authority two high schools were selected. The tools of the study were the academic competence evaluation scale by Diperna & Elliott (1999), the achievement emotions questionnaire by Pekrun, Goetz, Titz, & Perry (2002). The GPA of students were also used as a dependent variable. After 25 distorted questionnaires and two outlier subjects were excluded, data analysis was performed using confirmatory factor analysis. Results: Findings related to construct validity of academic competence evaluation scale showed that the correlation coefficient of reading/language skills, mathematics skills, critical thinking skills, interpersonal skills, classroom engagement, motivation and study skills components with negative achievement emotion respectively were -0.446, -0.527, -0.358, -0.321, -0.463, -0.445 & -0.275 and with positive achievement emotion respectively were 0.283, 0.350, 0.346, 0.288, 0.415, 0.480 & 0.374 and significant in 0.001 level. Conclusion: Academic competence evaluation scale has acceptable reliability and validity and that it can be used to assess the academic competence as well as the prevalence of negative emotions in Iranian female teenage students.