Background: The Copenhagen Psychosocial Questionnaire (COPSOQ) is a widely used tool for evaluation of psychosocial risk factors at work. The aims of this study were to describe the short version of Farsi COPSOQ and to present its psychometric properties. Methods: A total of 427 administrative health care staff participated in this descriptive methodological study. Forward–backward procedure was adopted to translate the questionnaire from English into Farsi. Content validity was assessed by a panel of 10 experts. Construct validity was evaluated by exploratory and confirmatory factor analyses. The internal consistency and test-retest reliability were assessed using Cronbach’s α and intraclass correlation coefficient(ICC), respectively. The feasibility was assessed using ceiling and floor effect. Results: The short version of Farsi COPSOQ was configured with 16 dimensions (32 items).Content validity of the questionnaire was established. Factor analysis supported the conceptual multi-dimensionality (four factors), and therefore confirmed the construct validity of the Farsi COPSOQ. The internal consistency (Cronbach’s α ranging between 0.75 and 0.89) and test retest reliability (ICC values ranged from 0.75 to 0.89) were both approved and the results showed no ceiling or floor effect. Conclusion: The results support the use of Farsi COPSOQ for evaluation of psychological risks and for research purposes in Iranian population.

Abstract-Little research has been conducted to develop and validate a scale to measure L2 writing strategies. The purpose of this study was to validate a writing strategy questionnaire for English as a Second language (ESL) learners. The validation process involved both qualitative and quantitative methods. First, in the item construction stage, 30 items were constructed through a process that involved both L2 writing experts' comments and undergraduate students' interviews. Then, in the statistical analysis stage, the prepared thirtyitem questionnaire was administered to 322 undergraduate students who were non-native speakers of English. The data was analyzed using Principal Component Analysis. The results showed that the writing strategies used by non-native learners of English cluster into five categories: metacognitive, cognitive, metacognitive, affective effort regulation and social strategies. Limitations of the study and directions for future research are indicated.