مطالب

Profit is one of the most important factors influencing economic decision making, the changes of which depend on various factors. Banks, as one of the most important business units, have a special reliance on the concept of profitability and their performance is significantly influenced by macroeconomic conditions. Government economic policies are placed. This paper aims at applying the panel regression model to study the effect of monetary policy on the profitability of banks from 2006 to 2018 using data from 30 provinces to find appropriate policy recommendations for decision-making in the banking system. The research method was the use of GMM regression technique in the context of combined data. According to the results, the performance and profitability of banks are improved by the implementation of expansionary monetary policy. However, bank lending and price inflation have a negative effect on banks' performance. According to the results of this study, control variables such as the amount of overdue claims and GDP also had a positive effect on the performance of banks. Also at the macro level, with regard to the negative effects of Expansion monetary policy and the growth of liquidity, with the controlled implementation of Expansion monetary policy, it helps to improve the performance of banks in the banking system.

The newly demanded language learning methodologies can exhibit their maximum efficiency if they are monitored meticulously and regularly in their particular contexts of application. The prerequisite would be putting educational programs in the spotlight and identifying the decisive elements of each learning context. Accordingly, based on the solicited responses from 638 students, in this study, a scale was developed and validated to inquire into the participants’ perceptions about the extent to which classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity could regulate learning activities in Iranian academic contexts. Importing the survey results to AMOS 22, we tested and validated a hypothetical model of the addressed variables. The validated model supported the interwoven relationships of the study variables and the pivotal role of interaction in regulating, predicting, shaping, and explaining the behaviors of other variables. The results can raise awareness of the sociocultural manifestations of classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity in Iranian TEFL programs and encourage highly positive developments and generally accepted practices to improve the status quo. Decision-makers and stakeholders can also gain a detailed insight into how sociocultural variables interrelate and accordingly coordinate their social and educational policies and measures.

Multiple-choice (MC) item format is commonly used in educational assessments due to its economy and effectiveness across a variety of content domains. However, numerous studies have examined the quality of MC items in high-stakes and higher education assessments and found many flawed items, especially in terms of distractors. These faulty items lead to misleading insights about the performance of students and the final decisions. The analysis of distractors is typically conducted in educational assessments with multiple-choice items to ensure high quality items are used as the basis of inference. Item response theory (IRT) and Rasch models have received little attention for analyzing distractors. For that reason, the purpose of the present study was to apply the Rasch model, to a grammar test to analyze items’ distractors of the test. To achieve this, the current study investigated the quality of 10 instructor-written MC grammar items used in an undergraduate final exam, using the items responses of 310 English as a foreign language (EFL) students who had taken part in an advanced grammar course. The results showed the acceptable fit to the Rasch model and high reliability. Malfunctioning distractors were identified.