درخت حوزه‌های تخصصی

Business units are always faced with investment opportunities and need to make logical decisions on an optimal investment. Indeed, the investment of each business unit should be done with regard to the resource constraints and its effectiveness through the criteria for evaluating the projects including the net present value (NPV). The paper aims to investigate the effect of long-term debt on the overinvestment of agency problem. The present research is applied in terms of its purpose and it is descriptive and correlation in terms of nature. The statistical population of the study was the financial information related to the performance of 540 companies listed in Tehran Stock Exchange during 2011 and 2015. 152 companies were selected by the systematic elimination sampling. The data collection was carried out using the Tadbir Pardaz and Rahavard-e-Novin software as well as the Research Management, Islamic Studies and Development of Stock Exchange Organization and Stock Exchange Organization websites. The research data are hybrid. The data were analyzed using the F-Limer and Hausman tests using Eviews9 software. Based on the results, the pre-investment declined by 36% at a significant level less than 0.05% while increasing long-term debt by 1%, and the overinvestment reduces 69% by a one-percent increase in the financial leverage. 

Purpose: Considering the role and importance of self-learning in academic success and performance, the present study was conducted with the aim of constructing of self-learning assessment tool in the university. Methodology: The present study in terms of applied purpose and in terms of how it was performed, it was cross-sectional. The population and sample of the research in the first part were the professors of Islamic State and Islamic Azad universities of Tehran and Gilan provinces in the academic year 2019-2010, from which 60 people were selected by multi-stage cluster sampling method. And in the second part, the students were from the same universities, from which 450 people were selected by multi-stage cluster method. Based on literature review and interviews with professors, 91 items were designed in six dimensions: Hitagogic ability, self-regulation, critical thinking, knowledge management, adult education, and learning styles. To evaluate the face and content validity of experts, to evaluate the construct validity by exploratory factor analysis and to evaluate the reliability of Cronbach’s alpha coefficients in SPSS software version 19. Findings: The findings showed that according to experts’ opinion 15 items were removed and the final form of the scale had 76 items. Also, the results of confirmatory factor analysis showed that the self-learning assessment scale in the university had six factors of Hitagogic ability, self-regulation, critical thinking, knowledge management, adult education and learning styles that reliability through Cronbach’s alpha coefficient for all factors above 0.70 and for the whole scale was 0.932. Conclusion: According to the results of this study, the self-learning assessment scale in the university had appropriate psychometric indices and can be used as a suitable and valid tool in other studies to assess self-learning.

Literature has already confirmed that student engagement as an external or multidimensional construct may contribute to the academic success of college students. However, very few studies have tried to examine the contributions the more ""internal forms of engagement"" (cognitive and affective) might make in this regard, and how the engagement patterns may change over the academic years. To fill the gap, this study was carried out to answer two research questions: (1) what is the relationship between the internal forms of engagement (cognitive-affective) and students’ academic success (represented by Grade Point Average--GPA)? ; (2) How does the pattern of the relationship change across years of study? To do so, a 40-item Cognitive-Affective Engagement Questionnaire (CAEQ) was developed, validated (α=.91), and administered to a sample of 312 undergraduate English major students (222 females and 90 males). The results indicated while cognitive engagement and academic success are positively correlated throughout years of study, the relationship reaches its peak for the affective engagement in the second year and then gradually diminishes. The findings have implications for curriculum and materials developers, as well as the English language teachers who seek programs which can consistently challenge and satisfy students throughout their studies.