Search

Summary

This chapter examines how certain attitudes toward science and technology during the Cold War contributed to the shaping of transformative educational policies in Iran, from the 1950s to the eve of the revolution. Different agents of social change – from the royal court at the top down to high school administrators – embraced modern learning in mathematics and the natural sciences not only as a corpus of essential knowledge but also as a vehicle to advance their respective political plans and ideological preferences. The impact on the transformation of Iranian society can hardly be exaggerated. Among other social indicators, the impact of such policies is reflected in the high number of former students and graduates of engineering and technical schools among the revolutionaries who imagined modernity and progress primarily in terms of construction and control.

The aim of the present study was to examine the internal reliability, content validity, construct validity, and concurrent validity of the Persian translation/Farsi version of the Oxford Happiness Inventory. The Oxford Happiness Inventory and Fordyce Happiness Inventory were completed by a sample of 727 Iranian university students. Findings confirmed the internal reliability, construct, and concurrent validity of the Oxford Happiness Inventory. Thus, it can be recommended for use as a trait-measure of happiness among Iranian samples.

Search Results

Refine search

Refine search

Actions for selected content:

2 results

10 - The Cold War and Education in Science and Engineering in Iran, 1953–1979

Summary

Reliability and Validity of the Oxford Happiness Inventory among University Students in Iran

Search Results

Refine search

Refine search

Actions for selected content:

Save Search

2 results

10 - The Cold War and Education in Science and Engineering in Iran, 1953–1979

Summary

Reliability and Validity of the Oxford Happiness Inventory among University Students in Iran