مطالب

Objective: This study aimed to examine the direct and indirect effects of parental smartphone addiction on child behavioral problems, with parenting quality as a mediating variable. Methods and Materials: A descriptive correlational design was employed with a sample of 410 parents from Malaysia, determined according to the Morgan and Krejcie sample size table. Participants were recruited through schools and community centers and completed standardized measures assessing smartphone addiction, parenting quality, and child behavioral problems. Data were analyzed using SPSS-27 for descriptive statistics and Pearson correlations, and AMOS-21 for structural equation modeling (SEM). Model fit indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA, were used to assess model adequacy. Findings: Descriptive statistics revealed moderate levels of parental smartphone addiction (M = 32.47, SD = 6.81), relatively high parenting quality (M = 74.26, SD = 9.54), and mild to moderate child behavioral problems (M = 18.63, SD = 5.72). Correlation analyses showed that parental smartphone addiction was positively correlated with child behavioral problems (r = .36, p < .001) and negatively correlated with parenting quality (r = –.41, p < .001). Parenting quality was negatively correlated with child behavioral problems (r = –.44, p < .001). SEM confirmed partial mediation: parental smartphone addiction negatively predicted parenting quality (β = –.39, p < .001), which in turn negatively predicted child behavioral problems (β = –.41, p < .001). The direct path from parental smartphone addiction to child behavioral problems remained significant (β = .25, p = .001), while the indirect effect through parenting quality was also significant (β = .16, p < .001). Conclusion: The study highlights that parental smartphone addiction increases child behavioral problems both directly and indirectly through reduced parenting quality. Interventions should target reducing parental smartphone addiction and enhancing parenting practices to safeguard children’s behavioral health.

The development of the nation’s economy is supported by the growing diversity and enthusiasm of interest among academics, particularly in the transforming procedures with an entrepreneurial orientation. The study investigates changing entrepreneurial-oriented practices and the performance of SMEs utilizing a cross-sectional survey amongst the four top grocery registered SMEs operating in Ikorodu local government division of Lagos State, Nigeria. The tool for gathering data is a questionnaire with two sections: bio-data and research questions. While 100 respondents formed the sample size proportionally selected from the study focus. Pearson correlation is the statistical tool for data analysis. The study reveals that creativeness and alleviation of business loss have a highly significant impact on SMEs performance; with pro-activeness having a weak, but positive relevance on SMEs performance. In conclusion, to further improve and optimize entrepreneurial orientation practices and adapt to future threatening changes, firms need to strengthen the desire for healthy competition, identifying and targeting the weaknesses of their competitors. It is recommended that more innovativeness should be sought after as guiding principles for capability and adaptability to handle the complexity of the ever-changing business surrounding, while involvement in risk-taking should be adopted with inevitable zeal and willingness to attain organizational growth and improved performance. Pro-activeness should be given adequate consideration to maintain and surpass existing performance as opportunities come but once. Despite study limitations, future researchers may need to enlarge the sample size and create awareness of research conducted on SMEs generally. Keywords: Change, Entrepreneurial orientation, Performance, Practices, SMEs.

The present study intends to extend the current ancillary understanding horizons of the developmental theory of individual-differences relationship-based (DIR) framework and emotioncy framework, to investigate aspects of emotioncy tensions that include identity-related attitudes, behaviors, and beliefs by providing "what-to-do" information when enacting identity tensions. Through validating the Student Identity Emotioncy Tension Scale (SIETS), the researchers suggested that social identities are also associated with specific emotional tensions by providing "what-to-feel" information during identity enactment. To do so, a total number of 300 students filled out the scale. In the validation process, statistical procedures were exerted to validate the scale. First, Exploratory Factor Analysis (EFA) was used to ascertain the underlying factors. Then, Principal Component Analysis (PCA) and Communalities were checked for the relevance of component variance. Cronbach’s coefficient was used to check the reliability of the 18 items. The results indicated that the scale can be best explained by a three-factor solution with an acceptable reliability. In the qualitative phase of cognitive interviews, students were interviewed to further examine the quality of the items. In the end, the findings were elucidated and implications for future research and practice were presented.

Background: Work-related musculoskeletal disorders (WMSDs) impose a heavy burden on individuals, organizations, and governments.Aim: The purpose of this study was to provide information about WMSDs and working posture. This information can be helpful in designing preventive programs.Materials and Methods: The present study is a descriptive-analytical study. 207 subjects participated in this study. For WMSDs investigation and postural assessment during work, Nordic Questionnaire and Rapid Upper Limb Assessment (RULA) method were used, respectively. Gathered data from research variables measurement analyzed using Chi-square test and descriptive statistics. A p value of equal or less than 0.05 took into account to be statistically significant.Results: The most prevalent work–related musculoskeletal disorder was found in lower back region, the percentage for large, medium and small ships staff was 58%, 61.7% and 45.1%, respectively. A significant relationship was found between WMSDs in neck (P=0.001), hands and wrists (P=0.02), back (P=0.04) and knees (P=0.001) and used ship by staff. A higher proportion of level four corrective action, was found in small ship staff.Conclusion: WMSDs are prevalent among staff of all ships. WMSDs are more prevalent in lower back. Also, immediate change in posture and investigation is more necessary in small ship staff.

This study employs a mixed-method approach to investigate Iranian EFL (English as a Foreign Language) teachers' perspectives on the effectiveness of the current educational program. The participant cohort comprises 40 teachers, ensuring gender parity and a diverse range of educational backgrounds, with 37% holding bachelor's degrees and 63% holding master's degrees. The research reveals that creating a supportive learning environment and tailoring interactions to meet the diverse needs of students is crucial for effective teaching. The findings emphasize the importance of promoting cooperation, critical thinking, and social skills through various pedagogical strategies. These include group work, active participation, and providing constructive feedback, as well as offering targeted academic support. The study highlights that integrating qualitative and quantitative data provides a comprehensive understanding of teaching practices and student progress. This approach allows for a detailed analysis of how different strategies impact learning outcomes. The research underscores the necessity of continuous assessment to monitor student progress and identify areas for improvement. This ongoing evaluation is essential for adapting teaching methods and enhancing the overall effectiveness of English language instruction. By combining different methodological perspectives, the study aims to offer valuable insights into optimizing instructional strategies in Iranian high schools. Ultimately, this study seeks to advance the field of mixed-method research in EFL education, contributing to the improvement of student learning outcomes. By addressing both theoretical and practical aspects of teaching, the research provides a framework for enhancing educational practices and supporting more effective language instruction.