Abstract
Introduction: Handwriting difficulties are prevalent among primary school children and can adversely affect academic achievement, self-confidence, and overall school participation. This study aimed to evaluate the psychometric properties of the Persian version of the Handwriting Proficiency Screening Questionnaire (HPSQ) in Iranian second- and third-grade students.
Methods: This methodological study was conducted in primary schools in Tabriz, Iran. A total of 203 typically developing students (95 second-graders, 108 third-graders; 103 boys) aged 8–10 years participated. The content and construct validity of the HPSQ were examined. To assess reliability, the internal consistency and test-retest reliability of the questionnaire were evaluated.
Results: CVR and CVI were 0.8-1 and 0.9-1 respectively. The results of the discriminant validity analysis showed that the questionnaire has the ability to distinguish between the handwriting skills of second and third grade students. Principal axis factoring indicated that the items of the Persian version of HPSQ were loaded into two components. Confirmatory factor analysis also confirmed the results of EFA. The findings suggested excellent internal consistency (α=0.93). Test-retest of the HPSQ ranged from 0.89- 0.96.
Conclusion: The Persian HPSQ is a valid and reliable screening tool for handwriting difficulties in Iranian primary school students in grades 2 and 3. While some fit indices suggest potential for improvement, the overall findings support its use as a screening tool for handwriting difficulties in Iranian primary school students.