Structural Equation Modeling

In spite of the significant role of teachers in the efficacy of classroom management particularly in teaching English as a Foreign Language, the issue has not been addressed sufficiently especially in relation with other individual variables. Hence, this study made an attempt to investigate the association between Iranian EFL teachers’ classroom management, reflective thinking and transformational leadership style. 247 English Foreign Language teachers took part in the study. To measure the variables of the study, Teachers Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), Reflective Thinking Scale (Choy & Oo, 2012) and Multifactor Leadership Questionnaire(Avolio, Bass & Jung, 1995) were used. Structural Equation Modeling (SEM) was applied to test the hypothesized model of associations. After confirming the hypothesized model (= 1.275; RMSEA=.02; RMR =.03; GFI =.97; AGFI =.93; NFI =.97; CFI =.99; IFI =.99), the results revealed significant internal correlations among the main as well as the sub-scales of the study. Multiple regression analysis further confirmed the direction of the path model proposed for the study. Generally, it was concluded that reflective thinking and transformational leadership improve teachers' efficacy of classroom management which, in turn, facilitates teaching processes. Implications are discussed.

The present study probed 409 Iranian English as foreign language (EFL) learners' motivation and attitude toward English as an International Language (EIL) by investigating the causal relationships of their facets via Structural Equation Modeling (SEM). To do so, the Persian version of the ‘attitudes toward EIL’ scale was designed and validated. It measures five constructs of: cultural realism, linguistic cultural disposition (negative), (dis)ownership of English, EIL posture, and localization. Then, the researchers utilized the validated scale along with the adapted Persian version of motivation scale designed by Taguchi et al. (2009) to explore the causal relationship among their facets. The latter scale measures seven dimensions of instrumentality prevention, instrumentality promotion, ideal L2 self, ought-to l2 self, learning experience, motivational intensity, and integrativeness. The findings of the study revealed that students' motivational intensity positively predicted by other motivational and attitudinal factors with 'ideal self' and 'instrumentality promotion' having the highest influence. It was also found that ‘cultural realism’ was a significant predicator of ‘localisation’, and ‘localisation’ was a significant positive predictor of ‘disownership of English’. ‘EIL posture’ was also in a positive direct relationship with ‘cultural realism’, whereas ‘linguistic cultural disposition’ (negative) was found to negatively influence other aspects including ‘motivational intensity’. This study has some implications for ELT professionals to revisit EFL motivation in light of attitudes toward EIL in expanding circle.

The purpose of this research is to provide a model for reporting quality of financial information based on behavioral and value accounting of listed companies in Tehran Stock Exchange which is based on Structural Equation Modeling. This research in terms of applied purpose is applied research and in terms of data collection method is post-semi experimental research in the field of proofing accounting research with deductive- inductive approach. The statistical population of this is including the sample of 128 listed companies in the Tehran Stock Exchange between 2007 and 2017. The behavioral characteristics of managers (hidden variables) is measured by observable variables of myopia, opportunistic behavior and over confidence of managers and the value content of accounting information (hidden variable) is evaluated by the observable variables of relevance of profit and relevance of book value. And reporting quality of financial information is also investigated based on the scores accrued to each company and the announcement published by the Tehran Stock Exchange based on the companies' rating in terms of the quality of reporting and proper notification. After insuring the acceptable fitness of the measurement pattern and the structure of research in both approaches; Structural Equations Modeling and regression, the results indicate that there is a significant negative relationship between the behavioral characteristics of managers and the reporting quality financial information. Also, there is a positive and significant relationship between value content of accounting information and reporting quality of financial information.

This study aims to present a model for predicting corporate default among Tehran Stock Exchange’s selected industries. To do this, corporate default drivers were identified and selected by referring to previous research findings and using experts’ opinions. These drivers were divided into five categories: accounting ratios, market variables, macroeconomic indicators, nonfinancial factors, and earnings quality measures. Structural equation modeling (SEM) technique was used to derive the prediction model. In this technique, corporate default drivers were used as latent independent variables, and their constituent factors were considered as observable indicators of the above variables. In addition, corporate default, as the latent dependent variable, was calculated by a measure based on the Black-Scholes-Merton (BSM) option pricing model. After implementing structural equation modeling (SEM) technique by use of Smart PLS software, a prediction model that contains influential drivers of corporate default was derived and presented for each of the selected industries.

This study was conducted for designing and explaining the convergence-based financial services marketing model in Tehran Stock Exchange. This study was mixed (qualitative-quantitative), and in the qualitative phase, a group of experts in the field of financial services marketing and senior managers of asset management companies were selected and unstructured interview was done for modelling based on ground theory. In the quantitative phase, customers of asset management companies were considered as the statistical population and 500 statistical samples were selected and questioned by questionnaires and 26 hypotheses derived from the initial model were tested. All hypotheses were confirmed but the effect of risk-taking and history of financial services providers on convergence of trends and indexes were rejected. There was also no relationship between history and requirements. Also, conditions and economic fluctuations governing the society and history of financial services providers did not have a significant effect on adherence to requirements of stock exchange.   Finally, the results led to the design of convergence-based financial services marketing model in Tehran Stock Exchange (based on the structure of the paradigm model). Comparing the model of the present study with previous models in the field of financial services marketing, an important and innovative point is the attention of asset manager companies to convergence in the financial markets, which was identified as one of the effective strategies for promoting perceived value and customer loyalty and its effect was also proved. Paying attention to the concept of convergence and contagion between markets and paying attention to parallel markets to get more returns is a significant factor in attracting financial services customers.

In modern education, teachers are regarded as a central and focal part of educational systems and are responsible in the development of education. It should be mentioned that teachers have an influential role in planning and offering an effective and significant educational program. The significant role of teacher-related variables in affecting teachers’ performance and learning outcomes of students has been widely acknowledged in various educational contexts. Therefore, the investigation of teacher variables has received research attention in English as a Foreign Language (EFL) context. To contribute to this line of research, the current study was set to investigate the role of teacher reflection and self-efficacy in predicting burnout among Iranian EFL teachers. To this end, three validated scales measuring these variables were administered to a number of 171 male and female teachers. As for the data analysis, Structural Equation Modeling was utilized to test the hypothesized model of the constructs. The results indicated that teacher reflection accounted for 12.1% of the variance, and teacher self-efficacy accounted for 25.2% of the variance in burnout. Although both variables had a unique effect on teaching burnout, teacher self-efficacy turned out to be a stronger predictor of burnout. Concerning the implications, teacher education programs may pay more serious attention to teacher self-efficacy and reflection as they proved to play a significant role in reducing teacher burnout.

The purpose of this research is to identify factors and components that affect a trust-based cooperation in the automobile supply chain and their impact on the performance of the supply chain companies. This paper includes 2 parts. In the first part, by studying the research history and literature and interviewing academic and industrial scholars and experts, four hidden variables of trust-based cooperation in automobile industry were identified and the basic research model was designed. In the second part, using Structural Equation verification and path analysis, the impact of these variables on trust-based cooperation and the impact of trust-based cooperation on the performance of the supply chain companies were studied. Research population consisted of Iran-Khodro and Saipa’s supply chain companies including part makers, major car manufacturers and distributors. Data gathering method was questionnaires that were given to 400 companies –one questionnaire per company- 196 of which were returned and analyzed. In this phase, first, by confirmatory factor analysis and path analysis, validity and stability of the indexes that were derived from the model in the first phase, were tested, all of which were confirmed. Four hypotheses were developed based on the conceptual model of the research and tested by path analysis. According to the findings, 3 of the hypotheses were confirmed and one was rejected. Based on the results of the research, some suggestions were presented for improving the performance of companies in the automobile supply chain and for future researches. .

Purpose- The purpose of this study is to present a framework for studying the consequences of rural tourism entrepreneurship development. Design/methodology/approach- The type of study is applied Research and descriptive-exploratory in essence. Data collection tool was a researcher-made questionnaire and the validity of the questionnaire items was confirmed by experts and its reliability was confirmed by Cronbach's alpha (.876). Based on statistical population of experts, local managers and owners of tourism complexes in the villages of Darram and Chavarzgh counties that were selected through purposive non-probability sampling method, 277 households were selected from the owners of tourism complexes and practitioners related to tourism activity. The field-library data collection and data analysis were performed using SPSS software and Structural Equation Modeling (SEM) using AMOS software. The relevance of the four factors affecting the outcomes of rural tourism entrepreneurship development is discussed. Finding- The results show that the extent of the impact of independent variables of entrepreneurship on tourism development outcomes in the study area, respectively, are the indicators of the opportunities created by the growth and development of entrepreneurship with 0.98 as the first rank and the most influential, socio-economic value creation index of entrepreneurship with 0.87, which is ranked second, innovation and creativity index is ranked third with 0.43 and finally, environmental entrepreneurship index of tourism entrepreneurship is 0.38 and is ranked fourth. Practical implications- The formulation framework for evaluating the implications of tourism entrepreneurship development presented in this study has a meaningful and acceptable explanation in the study area.

Practical improvements in students’ overall success can be made if we take into account the contribution of learning environments to learners’ various attributes that would greatly affect their academic selves. This study aimed at scrutinizing the possible associations among Iranian EFL students’ perceived classroom climate, academic self-concept, learning self-regulation, and academic identity status. 420 university students were asked to fill out College and University Classroom Environment Inventory (CUCEI), Academic Self-Concept (ASC) Scale, Learning Self-Regulation Questionnaire (SRQ-L), and Academic Identity Status (AIS) Questionnaire. Using Structural Equation Modeling (SEM) and based on its several goodness-of-fit criteria, the proposed model of the possible interactions of the main variables was confirmed. Furthermore, classroom climate was correlated positively with subscales of learning self-regulation and academic self-concept and negatively with academic identity status. Besides significant correlations among study variables, the final model also revealed some intra-scales associations. Multiple regression analysis also indicated some significant predictions. The findings could provide classroom instructors and university syllabus designers with implications so that they can plan the EFL environments and class activities taking into consideration students’ various academic characteristics. This involves their status of self-concept, identity, and regulation to help them achieve highly recognized long-term academic objectives.

The increasing call for learning English as a foreign language has dramatically heightened the necessity to recruit effective English teachers. This is mainly because teachers have a key role in the success or otherwise of an educational program. Nevertheless, a comprehensive review of the related literature confirms the paucity of research studies on teacher characteristics which can influence their job satisfaction. The present research set out to investigate the association among EFL teachers’ self-efficacy, reflective thinking, and job satisfaction. Two-hundred and twelve Iranian EFL teachers from language institutes, schools, and universities participated in the study. They were asked to answer Teachers' Sense of Efficacy Scale, Reflective Thinking Scale and The Minnesota Satisfaction Questionnaire, as the main data collection instruments. The questionnaires were presented in three different ways: social networks, email, and in person. Structural Equation Modeling was employed to examine the hypothesized model of relationships. This model was confirmed following the application of the modification indices proposed by the software (Normal chi-square = 3.6; RMSEA =.03; RMR =.02; GFI =.93; AGFI =.90; NFI =.92; CFI =.93; IFI =.93). The results revealed that there were significant internal correlations between all the latent variables and their sub-scales. Moreover, results of multiple regression analysis represented that self-efficacy and reflective thinking positively predicted job satisfaction, with self-efficacy exerting more predictive power compared to reflective thinking. Pedagogical implications of the findings have been discussed.

A number of studies have accounted the integral role of foreign/second language learning and learner strategy use. However, a few of these studies have considered the relationships between strategic competence and its use and foreign language performance (FLP). This study applied structural equation modeling to deeply investigate the relationships between test takers’ strategy use and their performance on foreign language tests. For this purpose, 147 EFL learners from three well-known branches of a private language institute in Tehran, Iran were chosen. These participants also responded to an 80-item Cognitive and Metacognitive strategy questionnaire and took an 81-item Key English Test (KET). Consequently the hypothesized model of strategic competence vis-à-vis FL test appeared with following findings. First, metacognitive processing (MP) had no direct effect on FLP but a significant, direct influence on cognitive processing (CP), which supports the interaction notion of Bachman and Palmer’s (1996) communicative competence . Second, due to the Iranian EFL context in which Iranian students and teachers show more tendencies toward memorizing vocabulary and analyzing grammar, practicing naturalistically was insignificant and deleted while the translating variable was added, which was highly significant. Third, CP had no significant effect on listening ability which shows that listening ability is much more dependent on contextual factors rather than background knowledge and strategic competence.

Many factors may be involved in determining why some students are more and some are less proficient in language. This study tried to explore the factors affecting Iranian EFL learners’ proficiency. 221 students at second, third and fourth year of university, including 50 male and 171 female were selected randomly to participate in the study. A researcher-made questionnaire and a proficiency test comprised the data collection instruments. The researchers were able to identify three factors affecting language proficiency. They were classified as social factors, cultural factors and linguistic factors, Then a model was developed to represent the relationship among these factors and language proficiency. In line with Bourdieu’s (1986), the results of data analysis indicated that social factors are among the most dominant factors affecting the learners’ language proficincy.

Due to the significance of teachers’ beliefs and individual variables, a bulk of studies has focused on teacher characteristics over the past two decades. As an attempt to further clarify the interplay between teacher-related constructs in English as a Foreign Language (EFL) context, the present study set out to explore the structural model hypothesizing the predictive role of teachers’ self-efficacy and collective teacher efficacy in affecting the psychological well-being of teachers in Iranian EFL context. In so doing, a sample of 179 English teachers was given the three self-report scales measuring the variables under investigation. As for the statistical analysis, Structural Equation Modeling (SEM) was employed to test the fit of the hypothesized model. The results indicated that teacher self-efficacy accounted for 19.8% of the variance while collective teacher efficacy amounted to 11.3% of the variance in psychological well-being. In addition, it was revealed that although both predictors had a unique effect on psychological well-being, teacher self-efficacy was a stronger predictor of psychological well-being than collective teacher efficacy. The results and implications are finally elaborated.

In today's competitive world, competition from the level of companies is drawn to the competition between their supply chain. The purpose of this study was to design and validate a suitable model for identifying and ranking effective factors and key indicators related to the performance of the organization in the supply chain of Saipa Company . The research method is objective and applied in terms of method, descriptive and correlation. The research tool was in the qualitative section, interview and in the quantitative section, a questionnaire. Data analysis in the qualitative section was used to identify the dimensions of the variables with the help of the industry's elite and through the analysis of the fuzzy Delphi, which ultimately resulted in 179 components in four factors: " T echnology C apability", " I nnovation C apability", " C ompetitive A dvantage" and " Organizational P erformance" is identified. Fuzzy hierarchy analysis was used to rank the identified factors . In the quantitative section, structural equations were used to fit the model. In this regard, after reviewing theoretical literature and drawing up the original model, the research questionnaire was distributed along with the dimensions of 350 experts and managers of the Saipa group and supply chain. The reliability of the questionnaire was confirmed by factor load method, Cronbach's A lpha and composite reliability coefficient (CR) and its validity was confirmed by convergent validity (AVE) and divergent validity. To evaluate the structural model, three coefficients of determination (R 2 ), index (Q 2 ) and statistics (GOF) have been used . The dimensions of each of the variables and the prioritization of the dimensions of the variables were determined. The results were analyzed using Structural Equation Modeling (SEM) and Software (SPLS) and the relationship between the factors was obtained and the proposed model was confirmed using factor analysis and structural equation modeling techniques . According to the results of the verifiable analysis of this research model, it was found that the performance of the organization depends on the dimensions of " I nnovation C apability", " T echnology C apability" and " C ompetitive A dvantage" in the supply chain, and has a positive and significant effect .

The aim of this study was to identify factors affecting the loyalty of hypermarkets’ customers in Isfahan province and, to investigate the effect of each factor. In this order, 40 factors were identified by literature review and by interviewing 50 managers, senior experts, and customers familiar with this field. The conceptual model was developed and a questionnaire was designed. A sample of 390 loyal customers was selected by cluster sampling in five hypermarkets in Isfahan province. The factors were categorized using exploratory factor analysis and SPSS software in seven dimensions. Using confirmatory factor analysis methods, SEM modeling, and Smart PLS software, analyzing the data, validating the model, and testing the hypothesis, were done. The Cronbach's alpha value for the whole questionnaire was calculated at 0.94. Results showed the positive effect of product, service quality, store convenience, the store’s atmosphere, price/value, staff, and location on customer loyalty. The greatest impact was created by “location” with a path coefficient of 0.815 and the least impact was created by “service quality” with a 0.100 path coefficient on the loyalty of Isfahan hypermarkets customers.  Other factors, in effect, are product, price/value, staff, convenience, and atmosphere. All these factors can cover 90% of loyalty variance.

The Persian translation of the emotion regulation strategies inventory (Gross & John, 2003) was validated among Iranian EFL teachers. The predictive power of variables, i.e. educational background, working experience, gender, and age was also appraised. To do so, 250 EFL teachers with at least five-year teaching experience at the universities of two states, Isfahan and Fars, were invited to take part in the study. The non-random convenient sampling technique was then adopted. Filling out the inventory was done after the class time. The results of the principal component analysis (varimax rotation) verified the original two-factor model. The multiple regression analysis done by AMOS software also revealed that demographic variables could significantly affect teachers’ emotion regulation, though their effect in the present sample was small (R2=0.08 and R2=0.02). The results also suggested that the teachers disagreed about the use of expressive suppression in their classes (m=3.28) and were rather undecided as to the use of cognitive reappraisal in their teaching (m=4.49).

In order to engage students in higher-level thinking, cognitive activation (CA) strategies have been advanced and utilized in mathematics. CA develops when learners are challenged, confronted with conflicts, asked to think and explain clearly on their learning, and realize connections between new and previous content. Extending the theme to English language teaching (ELT), this study investigated Iranian English language teachers’ knowledge and practice of cognitive activation writing strategies (CAWS). In so doing, a model was proposed based on a questionnaire that was developed and validated in the present study. Through this scale, knowledge and practice of CAWS by 213 English as a foreign language (EFL) teachers were explored. During a pilot phase, the reliability of the questionnaire was calculated to be .78 for the knowledge section and .81 for the practice section. Two items in each section were removed after conducting exploratory factor analysis. Ultimately, the confirmatory factor analysis indicated that the proposed model was fit for the data. Five components were confirmed as constituents of CAWS for the knowledge section, and four components were identified for the practice section. The findings revealed that Iranian EFL teachers were already familiar with the CAWS and purportedly practiced them in their writing classes. Using the scale in the process of writing instruction can provide ELT practitioners with a helpful platform for relating to CA strategies and empowers learners to accomplish tasks such as problem-solving in their writing assignments, similar to what is practiced in mathematics.

The demand for learning English as a foreign language has significantly heightened the need to recruit efficient teachers. Related literature confirms the lack of studies on teacher characteristics that can affect their job satisfaction. This study aimed to study the relationship between Iranian EFL teachers’ professional development, job satisfaction, and reflective thinking. One-hundred and fifty-nine teachers from different universities, language institutes, and schools wer e requested to answer the professional development questionnaire, the Minnesota satisfaction questionnaire, and reflective thinking scale as the main data collection instruments. These questionnaires were given in three different ways: in person, email, and social networks. Structural Equation Modeling was used to examine the hypothesized model of associations. This model was confirmed following the application of the modification indices proposed by the software (Normal chi-square = 3.4; RMSEA =.03; RMR =.02; GFI =.94; AGFI =.91; NFI =.94; CFI =.94; IFI =.94). The findings showed that there were significant internal correlations between all the latent variables and their sub-scales. Furthermore, findings of multiple regression analysis revealed that professional development and reflective thinking positively predicted job satisfaction, with professional development exerting more predictive power compared to reflective thinking. Pedagogical implications of the results have been discussed.

This research intended to study the Potential relationship between Iranian EFL teachers’ job satisfaction, job burnout, and reflective thinking. One-hundred and eighty-two teachers from different universities, and schools were requested to answer the the Minnesota satisfaction questionnaire, Maslach Burnout Inventory, and reflective thinking scale as the main data collection instruments. Structural Equation Modeling was used to test the hypothesized model of relations. The results represented, there were significant internal correlations between all the latent variables and their sub-scales. Multiple regression analysis showed that job satisfaction positively predicted reflective thinking, with job satisfaction exerting more predictive power in comparison with job burnout. Furthermore, job burnout weakly predicted reflective thinking, with job burnout exerting less predictive power in comparison with job satisfaction. Moreover, there was a negative correlation between job satisfaction and job burnout in which not only these two latent variables but also all their sub-scales were negatively related to each other. Pedagogical implications of the results have been discussed.