Psychology 2014. Vol.5, No.2, 119-126 Published Online February 2014 in SciRes (http://www.scirp.org/journal/psych) http://dx.doi.org/10.4236/psych.2014.52019 OPEN ACCESS The Psychometric Properties of the Self-Talk Scale among Iranian University Students Mohammad Khodayarifard1, Thomas M. Brinthaupt2*, Saeed Akbari Zardkhaneh3, Golrokh Ebadi Fard Azar4 1Faculty of Psychology and Education, University of Tehran, Tehran, Iran 2Department of Psychology, Middle Tennessee State University, Murfreesbo ro , USA 3Faculty of Psychology and Education, Allameh Tabatabaei University, Tehran, Iran 4Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran Email: khodayar@ut.ac.ir, *tom.brinthaupt@mtsu.edu, akbari76ir@gmail.com, gebadi@ut.ac.ir Received December 16th, 2013; revised January 17th, 2014; accepted February 15th, 2014 Copyright © 2014 Mohammad Khodayarifard et al. Thi s is an o pen access article d istributed un der the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. In accordance of the Creative Commons Attribution License all Copyrights © 2014 ar e reserved for SCIRP and the owner of the intellectual property Mohammad Khodayarifard et al. All Copyright © 2014 are guarded by law and by SCIRP as a guardian. The present study investigated the psychometric properties of the Self-Talk Scale (STS) among Iranian university students. Six hundred eight university students completed the STS and one of six self- and cognitive-related measures. The results of exploratory factor analysis showed the same four factors (i.e., self-reinforcement, s e lf-management, self-criticism, and social-assessment) in the STS-Iranian version. Item analysis and internal consistency coefficients demonstrated that the items and factors were satisfac- tory. Confirmatory factor analysis also supported a four-factor model. Self-talk frequency scores were associated with personality measures in theoretically meaningful ways. The results indicate that the STS is acceptable for measuring self-talk frequency among Iranian adults. Keywords: Self-Talk Scale (STS); Test Adaptation; Psychometric Properties; Factor Analysis; Cross-Cultural Assessment The Psychometric Properties of the Self-Talk Scale among Iranian University Students Many terms have been used to refer to individuals talking to themselves. These terms include internal monologues, auditory imagery, private speech, and self-talk. Among these terms, self-talk seems to be the most suitable because it is simpler and more generic than the others and can include both overt and covert conversations (Brinthaupt, Hein, & Kramer, 2009). Self- talk is a common human experience (Fields, 2002; Vygotsky, 1934). This experience has attracted the attention of a broad range of psychologists and philosophers (e.g., Jaynes , 1976; Lyons, 1986; Mead, 1962). It is through self-talk that people interpret their feelings and perceptions, alter and regulate their assessments and b eliefs, and engage in other kinds of self-regu- lation (Hackfort & Schwenkmezger, 1993). Psychological theory and research (e.g., Diaz & Berk, 1992; Hardy , 2006) support the proposition that self-conversations serve important regulatory and cognitive functions. Researchers have investigated both the facilitating and inhibiting effects of self-talk in sports and physical activities (Hardy, 2006), clinical problems like depression and anxiety (Kendel & Hollon, 1989; Schwartz & Garamoni, 1889), controlling aggressive or other inappropriate behaviors and coping with fear (Meichenbaum, 1977), and improving writing skills (Breiter & Scardamalia, 1982). How people talk to themselves is also a central concept in cognitive-behavioral interventions (Conroy & Metzler, 2004). In summary, theory and research highlight the importance of self-talk in everyday life. Proper assessment of self-talk is therefore a crucial aspect of psychological research in this realm. Toward this end, measures have been developed to as- sess various elements of self-talk (Calvete et al., 2005; Duncan & Cheyne, 1999; Kendall & Hollon, 1989; Siegrist, 1995). Among the available measures, the Sel f-T alk Scale (STS; Brin- thaupt et a l., 2009) seems to be the most acceptable instrument. The STS assesses several self-regulatory functions (both posi- tive and negative) served by self-talk. In the development and initial validation of the STS with American samples, Brint haupt et al. (2009) identified four self- talk factors: social assessmen t, self-reinforcement, self -manage- ment, and self-criticism. They reported acceptable test-retest and internal consistency of the STS and evidence for its crite- rion and concurrent validity. Brinthaupt and Kang (in press) found good STS model-data fit that supported the proper func- tioning of the 5-category STS response format. To date, there is very limited research on the external validity of the STS. In this study, we examine the psychometric proper-
M. KHODAYARIFARD ET AL. OPEN ACCESS ties of the STS with Iranian students and examine how self-talk frequency relates to a variety of other self-related variables. Because of the general self-regulatory functions that are post- ulated to be served by self-talk, we expected that the structure and functioning of the STS would be similar to that found with American samples. These predictions are supported by a variety of studies with Iranian participants (e.g., Ghorbani, Wa tson, & Hargis, 2008; Khodayarifard, Spielberger, Gholamali Lavasani, & Akbari Zardkhaneh, 2012) that support the assumption that the adapted scales from other cultures showed similar relation- ships with other measures. Method Parti cipa nts Students from the University of Tehr an were recr uited through a stratified random sampling process. First, all the University colleges were divided into educational groups of human sci- ences, technology, engineering, basic sciences, and arts. Then, within each college, faculty members were randomly selected to include their students in the study. The final sample consisted of 608 students (306 men, 301 women). The average age of these students was 21.92 years (SD = 2.89). The majority of the students were single (94.2%), with their birth place being urban (95.7%) rather than rural. Measures Self-Talk Scale (STS). The STS (Brinthaupt et al., 2009) is a 16-item self-report measure rated on a 6-point scale (1 = never, 6 = always). Each item is rated according to the common sen- tence stem of “I talk to myself when...” Four STS subscales measure self-talk, including social assessment (e.g., “I want to replay something I’ve said to another person”), self-reinforce- ment (e.g., “I am really happy for myself”), self-management (e.g., “I need to figure out what I should do or say”), and self- criticism (e.g., “I am really upset with myself”). Each subscale has four items and subscales scores can range from 4 - 24. Higher scores denote more frequent self-talk. Brinthaupt et al. (2009) report internal consistency values for the subscales ranging between 0.79 and 0.89, with a test-retest value of 0.69 over a 3-month period. All participants completed the STS. For the current sample, internal consistency data are presented in the Results section. In addition, participants com- pleted one of six other instruments (randomly assigned) re- presenting a variety of self-related attributes. Integrative Self-Knowledge Scal e (ISKS). The ISKS is 1 2- item Persian measure of the integration of experiential and reflective self-knowledge across time and the distinction of self from non-self (Ghorbani et al., 2008). Respondents rate the ISKS items using a 5-point scale (0 = largely untrue, 4 = largely true). Items assess the extent to which respondents at- tempt to understand their past experiences, maintain awareness of self in the present, and move toward desired future goals. An example item was “What I have learned about myself in the past has helped me to respond better to difficult situations.” Higher scores indicate higher levels of self-knowledge integra- tion. Cross-cultural investigations in Iran and America (Ghor- bani et al., 2008) support the reliability and validity of this measure. Self-Esteem Scale (SES). The 10-item SES (Rosenberg, 1965) measures a person’s general feelings of self-worth. This scale measures the amount of respondents’ overall life satisfac- tion and feelings about themselves. Respondents rate each item using a 4-point scale (1 = strongly agree, 4 = strongly disagree). Higher scores denote higher levels of global self-esteem. The SES is a frequently used measure and has been extensively validated in the research literature (e.g., Robinson, Shaver, & Wrightsman, 1991). For the current sample, internal consisten- cy was acceptab le, α = 0.77. Self-Regulation Inventory, short form (SRI-S). The 25- item SRI-S (Ibanez, Ruiperz, Moya, Marques, & Ortet, 2005) measures self-regulation in five subscales: positive actions, controllability, expression of feelings and needs, assertiveness, and well-being seeking. Respondents use a 5-point rating scale (1 = very rarely, 5 = always). Higher scores indicate higher levels of self-regulation tendencies. The psychometric proper- ties of the SRI-S have been confirmed (e.g., Grossat-Maticek & Eysenck, 1995; Ibanez et al., 2005). The Persian version of the SRI-S with a sample of 676 students showed Cronbach alphas for the subscales ranging from 0.90 to 0.97 and factor analysis results of the SRI confirmed the five factors (Beshārat, Baz- zāziān, & Poor Bohlul, in press; Beshārat, Bazzāziān, Azizi, Abd-al-Manāfi, & Larijāni, in Pr e ss ). For the current sample, internal consistency was acceptable, with subscale coefficients ranging from 0.87 to 0.94. Obsessive-Compulsive Inventory-Revised (OCI-R). The 18-item OCI-R was developed by Foa et al. (2002). This meas- ure includes six subscales (washing, obse ssi n g, hoarding, or- dering, checking, and mental neutralizing) each of which con- sists of three items. Items are rated using a 5-point scale (0 = not at all, 4 = extremely). Higher scores indicate higher levels of OC tendencies. The alpha coefficients for these subscales have been reported in the ranges from 0.50 to 0.72. Moreover, the 6-factor structure of the Persian version of this measure has been confirmed (Mohammadi, Zamāni, & Fatā, 2008). For the current sample, internal consistency was acceptable, with subs- cale coeffi c ients ranging from 0.49 to 0.72. Irrational Beliefs Test (IBT). The 100-item IBT was de- veloped by Jones (1968) and is a frequently used measure of irrational beliefs. It has ten subscales (e.g., demand for approval, blame proneness, anxious over-concern, and perfectionism) that are measured by ten items each. Respondents rate the items using a 5-point Likert scale (1 = strongly agree, 5 = strongly disagree). Higher scores denote lower levels of irrational be- liefs. Jones (1968) reported test-retest coefficients for the total scale as 0.92 and for the subscales as ranging between 0.66 and 0.80. In the Persian version of the measure, the internal con- sistency for the total scale was found to be 0.86 (Shirazi, 2006). For the current sample, internal consistency was acceptable, with subscale coefficients ranging from 0.60 to 0.71. Depression Anxiety Stress Scale (DASS). The DASS (Lo- vibond & Lovibond, 1995) is a 42-item self-report measure of three negative emotional states. Respondents rate the items using a 4-point scale (0 = did not apply to me at all, 3 = applied to me very much, or most of the time) reflecting the frequency or severity of the experiences over the past week. Higher scores denote more frequent experiences of each of the negative states. For a Persian version of the DASS, acceptable alpha coeffi- cients have been reported, along with evidence of criterion validity (Sāhebi, Asghari, & Salari , 2006). For the current sam- ple, internal consistency was acceptable, with subscale coeffi- cients ranging from 0.60 to 0.90.
M. KHODAYARIFARD ET AL. OPEN ACCESS Procedure Prior to data collection and based of the method recom- mended by Tanzer and Sim (1999), the Self-Talk Scale (STS) was translated from English to Persian to be used with Iranian participants. This version was assessed for clarity by six pro- fessors in the faculty of psychology at the University of Tehran. The STS was then back-translated by three specialized English teachers. Finally, the developer of the instrument resolved any difficulties or inconsistencies. This version (see Appendix) was then used to create the final translation, which was completed by 60 B. A. and M.A. students in the University of Tehran, who rated the clarity and meaningfulness of the overall measure and individual items. Data Analysis Data were analyzed using the Statistical Package for Social Sciences (Version 18; SPSS Corporation, 2009) as well as the Linear Structural Relations (LISREL Version 8.5; Joreskog & Sorbom, 1996). After the data were entered, extensive explora- tory data analysis (Howell, 2007; Tukey, 1977) was conducted: 1) Approximately 5% of the completed surveys were randomly chosen and compared with the data entered in the file; 2) The observed ranges for each instrument were compared to their possible ranges; 3) We made use of demographic features of the sample group with the characteristics of the items. Because the amount of missing data, on average, was below 1% for each of the items and no orderly relation was observed, these data were replaced by using the linear interpolation method (see Marsh & Perry , 2005); 4) We examined all participants, using a percen- tage bar graph to check for random response styles. Participants with any suspicious responses were deleted; 5) The 16 STS items showed approximately normal distribution. Calculating Mahalanobi’s Distance (Tabachnick & Fi de l, 2007) also con- firmed these results. Following these exploratory data analysis steps, the total sam- ple was randomly divided into two equal calibration and valida- tion groups. The calibration sample was used for the extraction of factor structure information, by applying item analysis and exploratory factor analysis. The validation sample was used for cross-validation of the factor structure by applying confirmato- ry methods and checking the relations between STS scores and the other constructs pertaining to it. Results Exploratory Factor Analysis (EFA) of the Calibration Samp l e Data Based on previous research with the STS, for the exploratory factor analysis we used the method of Principal Axial Factoring, with Direct Oblimin rotation, limiting the number of factors to four, and setting the minimal factor loading value to 0.35. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy (Kaiser, 1974) was in the acceptable range, 0.84 (Tabachnick & Fidell, 2007). The resulting factor analysis found four eigenvalue factors over 1.0, explaining approximately 59 percent of the variance of the total scale (see Table 1). In order to finalize the number of factors, the scre en plot was used. As Table 2 shows, 14 out of the 16 STS items had suitable loading on t heir respective factors . Only 2 items (1 and 6) did not have the maximum loading Table 1. Factors and eigenvalues resulting from EFA of the STS. Factors Ei gen Value Percentage of Variance Cumulative Percent of Variance 1 5.69 35.54 35.54 2 1.52 9.50 45.04 3 1.15 7.19 52.23 4 1. 01 6.33 58.56 on suitable theoretical factors. The data indicate that each sub- scale showed acceptable internal consistency coefficients. Confirmatory Factor Analysis of th e Val idation Sample Da ta In order to check the validity of the exploratory factor struc- ture, we ran a confirmatory factor analysis on the validation sample, using the Maximum Likelihood method. In this process, three factor structures were tested: 1) the original factor struc- ture of the scale (Brinthaupt et al., 2009); 2) the factor structure resulting from the EFA of the calibration sample data reported earlier; and 3) the original factor structure without item num- ber 1 (because of its failure to load on any of the EFA factors). In testing model fit, we used the following indexes: Chi- square statistic (χ2), Comparative fit index (CFI; Bentler, 1990), Non-normed fit index (NNFI, Bentler, & Bonnet, 1980), Root- mean square error of approximation (RMSEA; Stieger, 1990), Confidence interval, (CI; Hu & Bentler, 1999), and Standard Root-Mean Square Residual (SRMR; Hu & Bentler, 1998). Table 3 presents the results of these analyses. As the table in- dicates, model 3 (the original factor structure without item 1) showed the best fit. For comparison of the relative fit of the three nested models, the test was used. Comparison of model 1 and model 2 indicated that omission of item 1 and considering item 6 in Self-Management resulted in a significant improvement of fit ( (14) = 84.10, p < 0.001). Comparison of model 1 and 3, which differed only in the omission of item 1 from the original structure, revealed significant improvement of fit, (14) = 85.55, p < 0.001. Finally, the comparison of model 2 and 3, with displacement of item 6 from the Self-Management factor to the Social-Assessment factor, did not result in an improve- ment of data fit. Therefore results suggested that model 3 was the most parsimonious, since it contained the least amount of parameters while retaining the best model fit (see Table 4 de- scriptive statistics). Convergent and Discriminant Validity of the STS In order to assess the convergent validity of the STS items, we used the method of standard path coefficient (Standard Lambda, Raines-Eudy, 2000). As Table 5 shows, these coeffi- cients indicated that the items loaded strongly on the related latent variables (factors). All of the coefficients were statisti- cally significant. To assess discriminant validity of subscales, we used the fixed and free solution method (Bagazzi & Yi, 1988). This method indicates whether the one-dimensional model can ex- plain the correlations in variables observed in every pair of factors or if these factors measure each dimension separately
M. KHODAYARIFARD ET AL. OPEN ACCESS Table 2. Descriptive statistics for the EFA of the calibration sample. Factor Item # Mean SD Cronbach’s Alpha if Item Deleted Corrected Item-Total Correlat ion Self-Rein forcement 5 8 13 2 3.67 3.78 3.73 4.08 1.38 1.38 1.42 1.36 0.65 0.66 0.71 0.74 0.75 0.62 0.60 0.51 0.45 Self-Management 15 3 9 12 6 4.10 4.45 4.46 4.18 3.97 1.36 1.37 1.35 1.31 1.49 0.64 0.69 0.69 0.68 0.69 0.73 0.58 0.45 0.44 0.49 0.23 Self-Criticism 7 10 14 4.02 4.25 3.92 1.42 1.42 1.50 0.62 0.64 0.65 0.72 0.56 0.54 0.56 Social-Assessment 16 4.11 1.48 0.65 0.67 0.43 Table 3. Fitness statistics for 3 models of self-talk. Model χ2 df CFI NNFI RMSEA RMSEA (90% CI) SRMR 1 318.59 98 0.91 0.90 0.093 (0.08, 0.10) 0.07 2 234.43 84 0.93 0.92 0.083 (0.07, 0.10) 0.06 3 233.04 84 0.94 0.93 0.080 (0.07, 0.10) 0.04 Table 4. Descriptive statistics for the CFA of the validation sample. Factor It em M ean SD Item Deleted Coeffici ent Correlat ion Self-Rein forcement 5 8 13 3.75 3.71 3.63 1.41 1.46 1.46 0.72 0.69 0.70 0.77 0.57 0.62 0.61 Self-Management 9 12 15 4.40 4.17 4.15 1.34 1.40 1.29 0.67 0.52 0.54 0.65 0.30 0.52 0.50 Self-Criticism 10 14 4.18 3.82 1.51 1.51 0.52 0.59 0.69 0.56 0.50 Social-Assessment 6 11 4.02 4.32 1.37 2.99 0.39 0.57 0.58 0.39 0.28 Table 5. Standard path and error coefficients and t-statistic for STS items. Factor It em Standard Path Coefficient Standard Error Coefficient t Statistic Self-Rein forcement 5 8 0.86 1 0.09 - 9.15 - Self-Management 9 12 0.63 1 0.11 - 5.95 - Self-criticism 10 1 - - Social-Assessment 6 11 0.61 1 0.10 - 7.18 -
M. KHODAYARIFARD ET AL. OPEN ACCESS (Torkzādeh, Koufteros, & Pflughoeft, 2003). We compared the fit indices for two models: the four factorial (dimensional) model (model 3 in Table 3) and the one factorial model that consisted of 15 STS items (without item 1). Table 6 shows that the Free Model has better fit statistics. This supports the notion that the STS has a multi-factorial structure. Relations of the STS Factors to Self-Related Constructs After demonstrating that the Persian version of the STS pos- sessed acceptable psychometric properties, we next examined how the 4 STS factors related to a variety of self-related con- structs. Table 7 shows that integrated self-knowledge was sig- nificantly and positively correlated with the STS factors of self-criticism, self-management, and social-assessment as well as with and the STS total score. Self-esteem was significantly and positively correlated with the self-management factor only. Self-regulation was significantly and positively correlated with self-reinforcement and the total STS score. Relations of the STS Fact ors to Cognitive Co n structs We also examined how the STS factors correlated with cog- nitive constructs. As the Table 8 shows, obsessiv e -compulsive tendencies were significantly and positively correlated with each of the STS factors except self-management, as well as with total STS scores. Irrational beliefs scores were signifi- cantly and positively associated with self-reinforcement and total self-talk frequency scores. Depression scores were nega- tively correlated with self-reinforcing self-talk and positively correlated with social-assessing self-talk. Anxiety scores were positively correlated with self-critical, social-assessing, and overall self-talk frequency. Finally, stress scores were nega- tively correlated with self-managing self-talk. Discussion The principal purpose of the present research was to investi- gate the psychometric properties of the Self-Talk Scale (Brin- thaupt et al., 2009) using an Iranian sample. The results provide strong support for the validity and cross-cultural generalization of the STS. In particular, the psychometric data show that the Persian STS adequately replicated the original scale’s factor structure. Additionally, the data correlating self-talk frequency with a variety of self- and cognitive-related constructs confirm that the STS is related to these measures in theoretically mea- ningful ways. In the confirmatory analysis process, the strongest support emerged for the original factor structure without one scale item. The results indicated that a self-critical self-talk item (“I should have done something differently”) was problematic in the translated STS. This item showed several cross loadings in the exploratory factor analysis and the calculation of Cronbach’s alpha improved when it was deleted. Further research is needed to this. The correlational data provided convergent and discriminant validity evidence for the Persian STS. First, the results showed that the STS factors of self-criticism, self-management, and social-assessment as well as total self-talk frequency scores were significantly related to integrative self-knowledge. This construct represents a temporally integrated understanding of both experiential and reflective self-relevant processes (Ghor- bani et a l., 2008). The results are consistent with other research Table 6. Statistics of goodness of fit indices for the estimated free and fixed models. Model χ2 df NC CFI NNFI RM SEA RMSEA (90% CI) SRMR Free 233.04 84 216.78 0.94 0.93 0.08 (0.07, 0.10) 0.04 Fixed 444.34 95 359.59 0.85 0.82 0.11 (0.10, 0.12) 0.16 Table 7. Correlation matrix of the STS factors with integrated self-knowledge, self-esteem, and self-management. Scale N Self-Criticism Self-Reinforcement Self-Management Social-Assessment STS Total Integrated self-Knowledge 85 0.32* 0.12 0.21* 0.44** 0.51** Self-Est eem 78 −0.20 0.20 0.23* 0.09 −0.09 Self-Regulation 83 −0.17 0.32* 0.14 0.09 0.79** *p < 0.05; **p < 0.01. Table 8. Correlation matrix of the STS factors with obsessive-compulsive, irrational beliefs, and depression/anxiety/stress measures. Scale N Self-Criticism Self-Reinforcement Self-Managemen t Social-Assessment STS Total Obsessive-Compulsive 88 0.34* 0.32* 0.03 0.33* 0.33* Irrational Beliefs 82 0.17 0.36* 0.10 0.17 0.24* Depression 90 0.09 −0.22* 0.14 0.24* 0.01 Anxiety 90 0.31* 0.21 −0.14 0.23* 0.24* Stress 90 −0.14 −0.17 −0.24* −0.13 −0.19 *p < 0.05.
M. KHODAYARIFARD ET AL. OPEN ACCESS suggesting that self-talk serves a function in facilitating the integration of self-knowledge (e.g., Morin, 2005). Future re- search investigating the relationship between self-talk and inte- grative self-knowledge appears to be warranted. Overall STS scores were strongly correlated with self-regu- lation scores. The SRI-S serves as a general assessment of people’s tendencies to be autonomous and independent in re- gulating their lives and health (Grossarth-Maticek & Eysenck, 1995). The results suggest that self-talk might serve an impor- tant causal or supportive role in self-regulation, or it may simp- ly be a reflection of people’s self-regulatory tendencies (e.g., Anderson, 1997). The results comparing self-talk frequency to the cognitive measures were also of theoretical and practical interest. Obses- sive-compulsive tendencies were positively associated with self-talk frequency. This finding complements the Brinthaupt et al. (2009) study that showed that frequent self-talkers reported higher levels of obsessive-compulsive propensities than did infre- quent self-talkers. Consistent with other researc h (e.g., Schwartz & Garamoni, 1989), depression scores were negatively correlated with self-reinforcing self-talk. Depression scores were also positively correlated with social-assessing self-talk, suggesting that ruminating about one’s social interactions is related to being in a depressed state (e.g., Watkins & Baracaia, 2002). Higher levels of anxiety were associated with higher levels of self-critical, social-assessing, and overall levels of self-talk frequency. These results are consistent with other research showing that anxiety manifests itself in self-talk in competitive sport contexts (Conroy & Metzler , 2004) a nd t hat spe cific kinds of self-talk are associated with anxiety disorders and emotional distress (e.g., Ingram, Kendall, Smith, Donnell, & Ronan, 1987; Kendall & Hollon, 1989). 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M. KHODAYARIFARD ET AL. OPEN ACCESS Appendix Iranian Version of the Self-Talk Scale :مﺮﺘﺤﻣ هﺪﻨھﺪﺨﺳﺎﭘ ﺶھوﮋﭘهداد نﺎﺸﻧ ناﺮﮔ ﮫﻤھ ﮫﮐ ﺪﻧاداﺮﻓا -خﺮﺑ رد ﻞﻗاﺪﺣيﻊﻗﻮﻣ يخﺮﺑ ﺖﺤﺗ و ﺎﮭﺗيش اريط- نﺎﺷدﻮﺧ ﺎﺑ م ﺖﺒﺤﺻيﺪﻨﻨﮐ . ﺮھ ي زا کتارﺎﺒﻋ ﺮﯾز ﮫﺑ طﻮﺑﺮﻣ ﻊﻗاﻮﻣي ﮫﮐ ﺪﻨﺘﺴھ ﺖﺳا ﻦﮑﻤﻣ شﺎﻣترﻮﺼﮭﺑ ﺎﯾ - ﺖﻣﺎﺻ ﺎﯾياﺪﺻ ﺎﺑﺪﻨﻠﺑ نﺎﺗدﻮﺧ ﺎﺑ ﺎﮭﻧآ رد - ﺖﺒﺤﺻﺪﯿﺷﺎﺑ نﺎﺗدﻮﺧ ﺎﺑ ﻲﻧورد يﻮﮕﺘﻔﮔ لﺎﺣ رد ﺎﯾ ﺪﯿﻨﮐ. تارﺎﺒﻋ زا ﮏﯾ ﺮھ ﻞﺑﺎﻘﻣ رد رﺪﺑﺮﺿ ﺖﻣﻼﻋ ﻦﺘﺷاﺬﮔ ﺎﺑﻦﮐ ﺺﺨﺸﻣي د ﺎﻤﺷ درﻮﻣ رد ﺎﮭﻧآ زا ﮏﯾ ﺮھ ﮫﮐ.ﺪﻨﮑﯿﻣ قﺪﺻﻦﮐ ضﺮﻓي ﺮھ دي زا کتارﺎﺒﻋا ﺎﺑ يدﻮﺷ عوﺮﺷ ﮫﻠﻤﺟ ن" ﮫﮐ ﻢﻨﮐ ﻲﻣ ﺖﺒﺤﺻ مدﻮﺧ ﺎﺑ ﻲﻧﺎﻣز ﻦﻣ ....." ﺪﯿﻨﮐ ﻞﺻﺎﺣ نﺎﻨﯿﻤﻃا ﮫﮐ درﻮﻣ رد ﮫﻤھ ترﺎﺒﻋ ﺪﯾﺎھدﺮﮐ ﺮﻈﻧ رﺎﮭﻇا. ﺎﻔﻄﻟ" ﺮھ درﻮﻣ رد ترﺎﺒﻋ ﻦﮐ ﺮﮑﻓ ﺖﻗد ﺎﺑي زا .ديﺎﮭﺑﺎﺨﺘﻧاز ياﺮﺑ ري ترﺎﺒﻋ ﺮھ درﻮﻣ رد ﺮﻈﻧ رﺎﮭﻇاﻦﮐ هدﺎﻔﺘﺳا ي.د .... ﮫﮐ ﻢﻨﮐ ﻲﻣ ﺖﺒﺤﺻ مدﻮﺧ ﺎﺑ ﻲﻧﺎﻣز ﻦﻣ 1 دﻮﺧ) .ﻢھد مﺎﺠﻧا يﺮﮕﯾد ﻞﮑﺸﮭﺑ ار يرﺎﮐ مﻮﺷ رﻮﺒﺠﻣ (يدﺎﻘﺘﻧا (ﻲﺘﯾﻮﻘﺗ دﻮﺧ) .ﺪﺷﺎﺑ هداد خر ﻢﯾاﺮﺑ ﻲﺑﻮﺧ قﺎﻔﺗا 3 ،ﻢھد مﺎﺠﻧا ﺪﯾﺎﺑ ﮫﮐ ار ﻲﯾﺎھﺰﯿﭼ ﻢﺷﺎﺒﮭﺘﺷاد زﺎﯿﻧ (ﻲﺘﯾﺮﯾﺪﻣدﻮﺧ) .ﻢﻨﮐ ﺺﺨﺸﻣ 4 د ﺦﺳﺎﭘ ﻲﮕﻧﻮﮕﭼ ﻢﺴﺠﺗ لﺎﺣ ردي .ﻢﺷﺎﺑ ﻢﯾﺎﮭﮭﺘﻔﮔ ﮫﺑ ناﺮﮔ( ﻲﻋﺎﻤﺘﺟا ﻲﺑﺎﯾزرا) (ﻲﺘﯾﻮﻘﺗ دﻮﺧ) .ﻢﻨﮐ ﺖﯾﺎﺿر سﺎﺴﺣا مدﻮﺧ زا "ﺎﻌﻗاو 6 چ ﻢھاﻮﺨﺑييﺎھزﮫﮐ ار يخا ياﺮﺑ اري ،هدﺎﺘﻓا قﺎﻔﺗا م ﻞﺤﺗ و ﮫﺑﺰﺠﺗي(ﻲﻋﺎﻤﺘﺟا ﻲﺑﺎﯾزرا) .ﻢﻨﮐ ل 7 رﺎﮐ زايگﺪﻨﻣﺮﺷ سﺎﺴﺣا ،مﺎھداد مﺎﺠﻧا ﮫﮐ ي دﻮﺧ) .ﻢﻨﮐ (يدﺎﻘﺘﻧا 8 دﻮﺧ) .ﻢﻨﮐ روﺮﻏ سﺎﺴﺣا ،مﺎھداد مﺎﺠﻧا ﮫﮐ يﺰﯿﭼ ﮫﺑ (ﻲﺘﯾﻮﻘﺗ 9 ﺲﻣ ﻦﺘﻓﺎﯾ لﺎﺣ رد ﻲﻨھذ ترﻮﺼﺑي مﺎﺠﻧا ﻲﻟﺎﻤﺘﺣا يﺎھر (ﻲﺘﯾﺮﯾﺪﻣدﻮﺧ ) .ﻢﺷﺎﺑ رﺎﮐ ﮏﯾ دﺎﻘﺘﻧا دﻮﺧ ) .ﻢﺷﺎﺑ ﺖﺣارﺎﻧ مدﻮﺧ ﺖﺳد زا "ﺎﻌﻗاو 11 ﻊﺳيچ ﻢﻨﮐيزﻲﺴﮐ ﮫﮐ ار ي ﮫﻧﻮﮕﭼ ﻦﻣ و ﺖﻔﮔ ﺪھاﻮﺧ پ ار داد ﻢھاﻮﺧ ﺦﺳﺎﭘ نآ ﮫﺑيب شيني ) .ﻢﻨﮐ 12 ﻮﺧ ﮫﺑ ﺖﮭﺟ نداد نﺎﺸﻧ و ﻞﻤﻌﻟارﻮﺘﺳد نداد لﺎﺣ رد ،ﻢھد مﺎﺠﻧا ﺎﯾ ﻢﯾﻮﮕﺑ ﺪﯾﺎﺑ ﮫﮐ ﻲﺋﺎھﺰﯿﭼ درﻮﻣ رد (ﻲﺘﯾﺮﯾﺪﻣدﻮﺧ) .ﻢﺷﺎﺑ 13 ﻖﯾﻮﺸﺗ ار مدﻮﺧ يرﺎﮐ ﺖﺳرد مﺎﺠﻧا ﺮﻃﺎﺨﺑ ﻢھاﻮﺨﺑ (ﻲﺘﯾﻮﻘﺗ دﻮﺧ) .ﻢﻨﮐ ﺪﺑ قﺎﻔﺗاياﺮﺑ ي(يدﺎﻘﺘﻧا دﻮﺧ) .ﺪﺷﺎﺑ هداد خر م 15 ﮫﺑ ،مراد مﺎﺠﻧا ﮫﺑ زﺎﯿﻧ ﮫﮐ ار ﻲﺋﺎھرﺎﮐ ﻢھاﻮﺨﺑ (ﻲﺘﯾﺮﯾﺪﻣدﻮﺧ) .ﻢﻨﮐ يروآدﺎﯾ مدﻮﺧ 16 چ زا ﻢھاﻮﺨﺑيزيد ﮫﺑ ﮫﮐ ي .ﻢﻨﮐ عﺎﻓد ،مﺎﮭﺘﻔﮔ يﺮﮔ (ﻲﻋﺎﻤﺘﺟا ﻲﺑﺎﯾزرا)
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