جستجوی مقالات مرتبط با کلیدواژه « cfa » در نشریات گروه « علوم انسانی »

Professional identity is considered as one of the main components of each educational system. This study was conducted with the main aim of qualitative and quantitative modeling EFL teachers’ professional identity. In so doing, it benefited from a sequential mixed methods design. As the study sample, three groups of the participants were selected in the study. The first group consisted of 50 male and female (25 novice and 25 experienced) EFL teachers who were interviewed in the qualitative phase of the study for the purpose of model development. The second group included 100 male and female (50 novice and 50 experienced) EFL teachers who participated in the quantitative phase of the study (i.e., exploratory factor analysis). The third group included 300 male and female (150 novice and 150 experienced) EFL teachers who participated in the quantitative phase of the study (i.e., confirmatory factor analysis). All the three groups were selected through available sampling. To collect the data, a semi-structured interview and a researcher-made questionnaire were used. Data analysis was conducted through thematic analysis and structural equation modeling (SEM) (using exploratory confirmatory factor analysis), and Cronbach's alpha test. The results of data analysis led to proposition of a qualitative and a quantitative model of professional identity of Iranian EFL novice and experienced teachers. As shown by the results, the proposed qualitative and quantitative models consist of two main categories, each composed of some sub-categories. Moreover, the results showed that the proposed models enjoy an acceptable level of validity and reliability.

This study empirically investigated remittances’ short-run and long-run effects on actual exchange rates. Further, it examined the impact of remittances on resource movement from the tradable to the nontradable sector in the CFA franc and non-CFA zones of sub-Saharan Africa (SSA). A panel-based, Pooled Mean Group estimation technique was adopted to estimate the data collected from 1981 to 2018 for 26 SSA countries which comprise 15 non-CFA and 11 CFA countries. Both aggregate (SSA) and disaggregated (CFA franc and non-CFA) analyses were conducted. The data utilized were collected from the World Bank’s World Development Indicator and International Monetary Fund’s International Financial Statistics database. Evidence from the results indicated that remittances inflow led to real exchange rate appreciation in the CFA zone. However, the effect of remittances on the real exchange rate in the non-CFA zone is not statistically significant. Moreover, while remittances caused a shift of resources from tradable to nontradable sector in the CFA zone, in the long run, there is no substantial evidence that remittances would lead to resource movement from tradable to nontradable sector in the non-CFA zone. Thus, in the CFA zone, effective policies need to be implemented to channel remittances towards investment in agriculture and industry (tradable sector) to reduce the negative impact of remittances in the industry.

This quantitative study was an endeavor to generalize the findings of a qualitatively-oriented inquiry of code switching (CS). Therefore, in accordance with the themes and categories of the previous model, that is, 8 themes and 26 categories, a code switching survey consisting of 8 hypothetical factors and 43items was designed. Piloting the survey among 215 EFL learners, it gained acceptable requirements for reliability and validity indices, except for the loading of 4 items that were discarded in the final version of the survey. Subsequently, the 39 item Likert-scale survey was distributed among 418 ELT students. To verify the factor structure of the instrument, structural equation modeling (SEM) was used which verified good fit indices. In addition, the findings showed that a tool for augmenting understanding was the most and teacher code switching as a barrier to learning and communication was the least influential factor of CS. Besides, the results indicated that the following demographic variables (gender, language proficiency, and educational level) but age had significant roles in the overall selection of code switching factors. Also, findings of this study could make it easier for the specialists in the field of educational psychology to fill the gaps of educational problems such as anxiety. So, the results of this study could help the ELT classroom to be a non-threatening place. Finally, it can be implicated that the model can be used in educational settings because it can help both students and teachers to achieve their pedagogic goals.