indicators

The aim of this study was to identify the challenges and effective indicators in entrepreneurial attitudes in the content of elementary textbooks. The research method is applied in terms of purpose and based on how to collect qualitative data based on semi-structured interviews. The statistical population was the selection of interviewees using snowball-type purposive sampling method, which was stopped in the eleventh interview due to the repetitive text of the interviews and consensus. Based on the results of the interviews and the extraction of challenges, which consisted of 46 two concepts or items, 8 challenges in the content of science and Persian textbooks for first to third grades of elementary school were identified. Also, in the index extraction section, which consisted of 43 concepts or items, 7 effective indicators were identified in the content of science and Persian textbooks for the first to third grades of elementary school. The results showed that the challenges of lack of space and educational context, theorizing of concepts, neglect of entrepreneurship, lack of education, optional activities, lack of evaluation, lack of support from officials and lack of skills of teachers as the most important challenges of not developing attitudes, respectively. Entrepreneurship was introduced in the textbooks of the course. Also, indicators of creating and creating opportunities, self-efficacy, desire and confidence in success, talent identification, participation and interaction, operationalization and acquisition of skills, flexibility of officials were selected as the most important factors in developing entrepreneurial attitudes in elementary school textbook content.

The purpose of this study is to study the indicators for evaluating the effectiveness of the implementation of investment processes on the securities market, taking into account the scientific foundations of information management systems and analysis of indicators of financial efficiency of the investment function of the securities market in Ukraine. The relevance of this study is due to the growing importance of management information systems in all sectors of the Ukrainian economy, in particular, the provision of solutions to the problems of activating investment processes in the securities market of Ukraine by analyzing and reassessing the effectiveness of investment processes at this level, taking into account the scientific basis of management information systems.  A set of indicators that best reflect the implementation of the investment function of the Ukrainian securities market is proposed. A matrix of characteristics of investment processes in the securities market is proposed. It is argued why domestic and foreign investors prefer local securities market indices when making investment decisions. Through the implementation of correlation-regression models, it has been proven that, on average, 87% of changes in investments in securities are due to changes in the number of licensed entities, which on the Chedoch scale indicates a close relationship between the indicators. The results obtained using statistical inference methods indicate a high impact of both external macroeconomic factors that inhibit the development of the securities market and internal, which in turn is reflected in the indicators of assessing the effectiveness of investment processes in the securities market.

Providing credit facilities to clients can be regarded as one of the most important tasks of banks. As a result, the current research is carried out with the aim of developing a model of financial and non-financial factors that influence credit risk in the Maskan Bank. This study was divided into two sections: qualitative and quantitative. In the qualitative portion, the Delphi technique was used to identify financial and non-financial variables impacting credit risk in the Maskan Bank by interviewing 18 experts. In the quantitative section, the selected components of the questionnaire were initially created in a 5-point Likert scale. The questionnaire was then presented to 361 legal clients of Maskan Bank from the statistical sam-ple of the quantitative section. The quantitative component was completed using LISREL software and modeling the structural equations of SEM. Three primary components (financial, market, and management) and 33 sub-components were identified as financial and non-financial indicators impacting credit risk based on the results of the qualitative section. The quantitative findings also revealed that the indicators of guarantee status in the financial component, price level in the market component, and manpower motivation and productivity, as well as man-agement continuity and trade in the management component, had the largest factor loads.

Valid online formative assessments are crucial for accurate measurement of students' progress and effective pedagogical decision-making in digital learning. This quantitative-based study followed two primary aims. First, it aimed to investigate the extent to which Iranian EFL teachers working in universities and language institutes apply indicators of online formative assessment validity. Twenty-one online classrooms were observed in three sessions using a checklist. The second aim of this study was to determine the effect of EFL teachers’ place of living on the validity of online formative assessment. To this end, 316 Iranian EFL teachers from diverse EFL settings, including public schools, private schools, language institutes, and universities were asked to fill out online formative assessment validity scale developed by Maleki et al. (2023). The sample included both male and female teachers with varying age group ranges and academic degrees. The findings of the study indicated that Iranian EFL teachers in universities and language institutes tend to overlook indicators associated with the learner-centered aspects of online formative assessment validity. Furthermore, it was revealed that EFL teachers’ place of living could impact the validity of online formative assessment. This study has several implications for online EFL teachers and policymakers. The findings of this study emphasize the context-bound nature of validity in online formative assessment. Besides, it helps Iranian EFL teachers identify specific areas that need more attention and improvement in order to enhance the validity of their online formative assessments.