حسین آقایی

This paper examines the necessity of regulating the Iranian card payments system (SHAPARAK) based on the theory of two-sided markets. The expansion of the payment card system in recent years has arisen some questions regarding the role of all kinds of costs and expenses such as interchange fees, cardholder fees, merchant fees, and network externality in balancing the market. Since there is only an interchange fee in Iran, regulation of the card payments system is necessary to assess the variables affecting this system. The data used in this study consist of 1218 observations of 29 banks from March 2016 to August 2019. The econometric method for this purpose is the fixed effects panel data model. The results indicate that the interchange fee has an essential role in balancing the Iranian card payment system market. Also, network externality makes the opportunity for balancing the market by decreasing the interchange fee and finally reducing transaction costs for acquirer banks. This policy can lower the interest rate of the bank loans because, in the Iranian card payment system, cardholders and merchants do not pay fees for transactions. So, banks try to attract clients for issuing cards and receive interchange fees as revenue to compensate for the payment network costs by the interest rate of loans. Overall, the results of the estimated model show that improving the card payments system in Iran should be regulated by related organizations.

The aim of the present study was to evaluate the effect of cognitive-behavioral training based on self-esteem on social adjustment and educational achievement motivation of first-grade high school female students in Ashkezar. The design of this experimental study was pretest-posttest with control group. The participants included  30 high school female students in Ashkezar selected via cluster random sampling method who were divided randomly into two groups (experimental and control). The instruments used in this study were Bel (1961) Social Adjustment Scale and Academic Motivation Scale (AMS). Cognitive-behavioral training based on self-esteem included 8 sessions for the experimental group. MANCOVA was used to analyze the data. The result of this study showed that Cognitive-Behavioral Training Based on Self-Esteem increases social adjustment and achievement motivation of high school students in the experimental group in comparison  with the control Group (p<0/05). So, the result of this study indicated that cognitive-behavioral training based on self-esteem is an important intervention to increase social development and psychological health of students.