مطالب

investors and managers are always faced with uncertainty in the information environment, which uncertainty can be due to factors such as the synchronization of stock returns, extraordinary fluctuations in stock returns and the number of equations. The purpose of this study is to investigate the political uncertainty caused by the size of the firm under the influence of risky information environment, the irregular behavior of accruals anomaly and the anomaly behavior of the cost of normal stock equity of companies. For this purpose, the data of 99 companies listed on the Tehran Stock Exchange and Iran TSETMC during the years 2009 to 2019 were examined and tested through combined data. The results showed that the political uncertainty caused by the firm size affected the concurrency stock returns with the optional accrual anomaly behavior and the cost of normal stock equity behavior of companies has a positive and signification relationship. The results also showed that the political uncertainty caused by the firm size is affected by the extraordinary fluctuation of stock returns with the optional accrual anomaly behavior and the cost of normal stock equity behavior of companies has a positive and signification relationship. In addition, the political uncertainty caused by the firm size is affected by the number of equations with the optional accrual anomaly behavior and the cost of normal stock equity behavior of companies has a positive and signification relationship.

This study was carried out to explore the effects of a mobile application on the learning of L2 grammar and vocabulary among Iranian intermediate EFL learners. In this research study, the target population comprised 30 male and female EFL learners who were identified at the intermediate level of language proficiency based on their performance scores on a sample copy of the Oxford Solutions Placement Test (OSPT). The participants were selected from among 40 learners who were studying EFL at Talk English Institute in Rasht, Iran. Using a digital randomizer called Super Cool Random Number Generator, the final pool of qualified participants was randomly assigned into two groups of experimental and control, each consisting of 15 learners. Next, the experimental group received treatment on their English vocabulary and grammar during a four-week period where they were assigned to learn 20 grammar and 20 vocabulary items by playing games through a mobile educational game called Elevate. The control group, on the other hand, received treatment on the same L2 grammar and vocabulary items through a conventional method (i.e., teacher-fronted instruction). Analysis of the scores obtained on a post-intervention measure of L2 grammar and vocabulary knowledge revealed that both groups made significant progress over the course of the experiment; however, the experimental group performed significantly better than those who were trained using the conventional method. The results carry the implications that mobile applications provide a more felicitous condition for expanding learners’ L2 grammar and vocabulary repertoire.

The study aimed to examine whether and the extent to which children’s self-concept of ability is predicted by their gender, parental and teacher’s beliefs. Next, this study aimed to investigate whether and the extent to which children’s dictation performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. Finally, the study investigated whether and to what extent children’s reading performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. A total of 89 Iranian Persian-speaking elementary school fourth-graders, along with their parents and teachers, took part in the study. Five instruments were used in the study: two tests measuring the students’ reading and dictation levels in their native language, one questionnaire assessing the children’s reading and dictation-related self-concept of ability, and two questionnaires assessing the teachers’ and parents’ beliefs regarding reading and dictation level of children. Descriptive statistics, correlation, and multiple regression were run to analyze the data. The findings indicate that children’s self-concept of ability is affected by parental and teacher’s beliefs. Moreover, the results showed that children’s dictation performance is affected by their gender, self-concept of ability, parental and teacher’s beliefs. Finally, the study showed that children’s reading performance is affected by their gender, parental and teacher’s beliefs. Overall, the findings of the present study highlight the importance of children’s self-concept of ability and teachers and parents’ awareness of how their beliefs benefit students’ attainment and development of self-concept of ability.