Search

Adequate financial decision-making necessitates a solid foundation in financial literacy and comprehension of its principles. This is particularly crucial for students, as their financial and behavioral choices can significantly impact their future financial and career prospects. Consequently, the present study aimed to explore the causal links between economics education, financial literacy, decision-making abilities, and entrepreneurial intentions. Employing a descriptive-correlational approach, the researchers utilized structural equation modeling, drawing on a sample of 375 individuals purposefully selected from a population of 11,345 students at Urmia University. Data were collected through a questionnaire, and the research variables were initially assessed using multiple correspondence analysis. Subsequently, the research model was estimated. The findings revealed a positive and substantial impact of economics education on students' financial literacy and the influence of economics education on decision-making skills and entrepreneurial intentions through the mediating factor of financial literacy. Furthermore, the results confirmed the moderating role of socioeconomic status in the relationship between economics education and financial literacy. Consequently, the study's outcomes can inform educational institutions and policymakers, supporting the implementation of policies aimed at enhancing general economic education and emphasizing the equitable and distributive nature of such initiatives.

This study seeks to recognize teachers' lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees' permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

This study was carried out in order to explore the status of stratification within higher education through measuring cultural, economic and social capital of students in major academic disciplines across universities in Urmia, Northwestern Iran. The findings indicate that there are stratification structures in the presence of students in humanities, engineering, agriculture, science, medicine and its related fields, there is also significant differences between the cultural and economic capital of students in these majors, whereas there is no significant difference among them in terms of social capital. Moreover, the results suggest stratification also exists in terms of the students' place of study (State, Azad, Payamenoor, Medical Sciences Universities, Non-profit), the type of university (public/private) and type of study (tuition-based/tuition-free). As a result, students admitted to Islamic Azad, Payam-e-Noor and Non-profit Universities enjoy a higher cultural and economic capital in comparison with State University students. These students after graduating and in order to enter work market, act better than lower class students in competitive field of employment and earn more success. As such, the higher educational system reinforces the class structure of society and it can be concluded that the type of university has played an important role in stratification.

This study was aimed to investigate the inequality of opportunity of access to the higher education centers and to present a model of reducing inequality of opportunities and to administer justice and fairness in order to achieve a sustainable development among the 17 cities and towns of West Azerbaijan Province, Iran. This research was a descriptive-analytic and survey type of study in nature. The participants included 890 pre-university high school students who completed a set of questionnaires eliciting their perceptions on opportunity inequality in accessing higher education. Moreover, documents adopted from the responsible governmental bodies on this topic were analyzed. The collected data were analyzed using Pearson correlation coefficient, cluster analysis, path analysis and neural networks by means of Topsis, SPSS, and Excel softwares. The findings showed that there is inequality of opportunity of access to the higher education centers in cities of West Azerbaijan. Based on the path analysis, admission and individual-family indexes had the most and the least impacts on inequality of achieving higher education, respectively, among the cities of West Azerbaijan. Moreover, the neural networks model showed that the education indexes were the most important and the individual-family indexes were the least important ones in predicting the opportunity of accessing higher education in these cities. This study reveals that a three-componential model (namely, education, admission, and family-individual) along with their sub-components could be the basis for achieving education for sustainable development.

Learning organization and entrepreneurship are the most important issues that are focused on different themes in management. The purpose of present research was to study the relationship between learning organization elements and entrepreneurship among academic faculty members of the West Azarbaijan State Universities. The research method was descriptive-survey. Research instruments were two questionnaires. The first one, learning organization elements' questionnaire, which was built by Park (2008), and the second survey questionnaire collected information on the entrepreneurship that was built by Kordnaiej et al. (2005). Both questionnaires validities were confirmed by Cronbach's alpha. The research results indicated that there was a positive and significant relationship between personal mastery, mental models, shared vision, team learning, the systems thinking, and the entrepreneurship. Along with these findings, some key practical suggestions are proposed: Creating a learning atmosphere and a safe environment for creative scientific competition, considering the issues and their various applications in relationship with each other and systematically that causes a deep relationship between the university academic faculty members which leads to the entrepreneurship.

The present research aimed to promote understanding of political tactics in organizations. Political behavior in nowadays-complex conditions is a process that the conflicts, contrasts and differences among interested groups are resolved. It means dialogue, attention to different goals in organizations, regarding the interest of different groups, attraction of staff cooperation, and acquisition of the worker's support in management decisions, therefore technical and organizational wisdom are not sufficient. Managers along the development of organizations need to have political wisdom. In this study we surveyed political tactics perceptions of 1263 academic faculty members in West Azarbaijan State Universities. The research method was a descriptive-survey. Among these academic members, 376 individuals were chosen randomly as research sample. Questionnaire of "political tactics" (r = 0.9) was used to collect data. The data were analyzed by using descriptive and inferential statistics as well as t-test, MANOVA, and Friedman test. Research findings showed that there were significant differences between academic degrees of the academic faculty members and political tactics used in the universities, whereas there was no any difference between gender of faculty members and political tactics. The survey revealed that the perceptions of political tactics among faculty members were different in West Azarbaijan State Universities; therefore, some practical suggestions are recommended.

Purpose: This study was conducted to compare the radiographic, esthetic, and patient-reported outcome measures (PROMs) between immediate and delayed restorations of immediately placed single implants in the maxillary esthetic zone. Materials and Methods: Forty patients with immediate single dental implants in the anterior maxilla were included in this study. Afterward, they were allocated either for immediate restoration with a provisional restoration (IR: 20 patients) or for a delayed restoration (DR: 20 patients). The evaluations were performed after 1 year of follow-up. Results: No implant and prosthetic failures were observed during the 1-year follow-up. Two minor complications were found in two IR patients; however, no complication was reported in the DR group during the 1 year. Nevertheless, this difference was not statistically significant (P > .05). After 1 year, the mean marginal bone level changes (MBL) were 0.47 ± 0.29 mm and 0.54 ± 0.21 mm for IR and DR, respectively. There was no statistically significant difference between the two groups in terms of MBL (P = .3). Notably, the mean total pink esthetic score (PES) and white esthetic score (WES) after 1 year of follow-up were 11.2 ± 1.1 (PES) and 8 ± 1.02 (WES) for the immediate restoration, and 10.2 ± 0.97 (PES) and 7.65 ± 1.20 (WES) for the delayed restoration. Also, no statistically significant difference was found between IR and DR in terms of esthetic scores (P > .05). The patient satisfaction of these two groups had no statistically significant difference, except for the esthetic factor (P = .04). Conclusion: The immediate restoration and preferred esthetic satisfaction had similar outcomes compared with the delayed restoration. [ABSTRACT FROM AUTHOR]