This study was conducted with the aim of testing the technology acceptance model and the impact o... more This study was conducted with the aim of testing the technology acceptance model and the impact of Hofstede cultural values (masculinity/femininity, uncertainty avoidance, individualism/collectivism, and power distance) on computer technology acceptance among teachers at Urmia city (Iran) using the structural equation modeling approach. From among these teachers, 275 were sampled. Research results suggested that masculinity/femininity cultural values have a positive impact on variables of the technology acceptance model (perceived usefulness and perceived ease of use). The effect of uncertainty avoidance on these variables was also negative. Individualism/collectivism produced a positive effect on perceived usefulness but power distance created a negative impact on perceived usefulness and ease of use. Also the effect of individualism/collectivism on perceived ease of use wasn't significant. Research results and implications are discussed in the paper.
... Although some scholars believe that there is “little agreement about what constitutes 'q... more ... Although some scholars believe that there is “little agreement about what constitutes 'quality' in a research publication …, nor how 'quality' can be recognized or measured” (Clyde, 2006, p. 181), the criteria for evaluating the effectiveness of research activities are more or less ...
The aim of this research was to study the effect of organizational culture on job satisfaction am... more The aim of this research was to study the effect of organizational culture on job satisfaction among teachers using a structural equation modeling approach. Hofstede’s (1980) dimensions of culture (masculinity/femininity, uncertainty avoidance, collectivism/individualism, and power distance) were used to inform the theoretical framework. For this purpose, 187 secondary school teachers, 101 male and 86 female, in Education District 2 of Urmia, Iran, participated in the study and were requested to answer three questionnaires: Hofstede’s cultural dimensions questionnaire (Akour 2006), La Guardia et al.’s (2000) basic psychological needs questionnaire, and Saks’ (2006) job satisfaction questionnaire. Findings indicated that power distance and masculinity/femininity dimensions had a direct negative and meaningful effect on basic psychological needs. Furthermore, basic psychological needs had a direct positive effect on job satisfaction. Besides, the effect of uncertainty avoidance, and collectivism/individualism on basic psychological needs was not statistically significant. In short, the findings confirmed the role of organizational culture and basic psychological needs in job satisfaction.
ABSTRACT The present study examined the process and product effects of note-taking strategy train... more ABSTRACT The present study examined the process and product effects of note-taking strategy training on Iranian EFL learners' comprehension and retention of written material, with gender as a moderating variable. Intermediate undergraduate EFL learners (N = 108) were assigned to experimental and control groups. The Experimental (intervention) Group received training on how to take notes, using graphic organizers as a guide, while the Control Group did not receive any instruction. A multiple-choice reading test as well as two immediate and delayed written recalls (in combination with reviewing the notes) was used to measure note-taking effectiveness. The results of two-way ANOVAs suggested that the Experimental Group performed significantly better on both comprehension and recall tests. No statistically significant effect of gender was found on students' performance in the comprehension and retention tests. Analysis of written recalls also showed that the Experimental Group remembered more important ideas, and better identified the relationships between ideas.
Http Dx Doi Org 10 1080 02602938 2014 941324, Aug 18, 2014
ABSTRACT This study investigated the effect of assessment type (self vs. peer vs. teacher) on uni... more ABSTRACT This study investigated the effect of assessment type (self vs. peer vs. teacher) on university students’ academic achievement and students’ attitudes toward them. In the main study, 82 undergraduate English-as-a-Foreign-Language students in four classes at three universities in Iran were randomly assigned into one of self-, peer- and teacher-assessment or control groups. A pre-test was designed to measure students’ initial knowledge in the subject Teaching Methods. Then experimental groups were subjected to one of the assessment types; however, the control group received no intervention. Thirty-eight students from experimental groups completed an attitude questionnaire. A similarly designed follow-up study was conducted with two classes of BA Chemistry students taking a General English course at Urmia University. The application of one-way analysis of covariance on the main study post-test data indicated differences in performances of all groups, with peer-assessment group performing the best. Quantitative and qualitative analyses indicated that both self- and peer-assessment, as well as the teacher-assessment group, had positive attitudes toward their assessment experiences. The application of one-way analysis of variance on replication study data showed that the experimental group significantly outperformed the control group on the post-test and that students in the former group had positive attitudes toward self-assessment.
This study was conducted with the aim of testing the technology acceptance model and the impact o... more This study was conducted with the aim of testing the technology acceptance model and the impact of Hofstede cultural values (masculinity/femininity, uncertainty avoidance, individualism/collectivism, and power distance) on computer technology acceptance among teachers at Urmia city (Iran) using the structural equation modeling approach. From among these teachers, 275 were sampled. Research results suggested that masculinity/femininity cultural values have a positive impact on variables of the technology acceptance model (perceived usefulness and perceived ease of use). The effect of uncertainty avoidance on these variables was also negative. Individualism/collectivism produced a positive effect on perceived usefulness but power distance created a negative impact on perceived usefulness and ease of use. Also the effect of individualism/collectivism on perceived ease of use wasn't significant. Research results and implications are discussed in the paper.
... Although some scholars believe that there is “little agreement about what constitutes 'q... more ... Although some scholars believe that there is “little agreement about what constitutes 'quality' in a research publication …, nor how 'quality' can be recognized or measured” (Clyde, 2006, p. 181), the criteria for evaluating the effectiveness of research activities are more or less ...
The aim of this research was to study the effect of organizational culture on job satisfaction am... more The aim of this research was to study the effect of organizational culture on job satisfaction among teachers using a structural equation modeling approach. Hofstede’s (1980) dimensions of culture (masculinity/femininity, uncertainty avoidance, collectivism/individualism, and power distance) were used to inform the theoretical framework. For this purpose, 187 secondary school teachers, 101 male and 86 female, in Education District 2 of Urmia, Iran, participated in the study and were requested to answer three questionnaires: Hofstede’s cultural dimensions questionnaire (Akour 2006), La Guardia et al.’s (2000) basic psychological needs questionnaire, and Saks’ (2006) job satisfaction questionnaire. Findings indicated that power distance and masculinity/femininity dimensions had a direct negative and meaningful effect on basic psychological needs. Furthermore, basic psychological needs had a direct positive effect on job satisfaction. Besides, the effect of uncertainty avoidance, and collectivism/individualism on basic psychological needs was not statistically significant. In short, the findings confirmed the role of organizational culture and basic psychological needs in job satisfaction.
ABSTRACT The present study examined the process and product effects of note-taking strategy train... more ABSTRACT The present study examined the process and product effects of note-taking strategy training on Iranian EFL learners' comprehension and retention of written material, with gender as a moderating variable. Intermediate undergraduate EFL learners (N = 108) were assigned to experimental and control groups. The Experimental (intervention) Group received training on how to take notes, using graphic organizers as a guide, while the Control Group did not receive any instruction. A multiple-choice reading test as well as two immediate and delayed written recalls (in combination with reviewing the notes) was used to measure note-taking effectiveness. The results of two-way ANOVAs suggested that the Experimental Group performed significantly better on both comprehension and recall tests. No statistically significant effect of gender was found on students' performance in the comprehension and retention tests. Analysis of written recalls also showed that the Experimental Group remembered more important ideas, and better identified the relationships between ideas.
Http Dx Doi Org 10 1080 02602938 2014 941324, Aug 18, 2014
ABSTRACT This study investigated the effect of assessment type (self vs. peer vs. teacher) on uni... more ABSTRACT This study investigated the effect of assessment type (self vs. peer vs. teacher) on university students’ academic achievement and students’ attitudes toward them. In the main study, 82 undergraduate English-as-a-Foreign-Language students in four classes at three universities in Iran were randomly assigned into one of self-, peer- and teacher-assessment or control groups. A pre-test was designed to measure students’ initial knowledge in the subject Teaching Methods. Then experimental groups were subjected to one of the assessment types; however, the control group received no intervention. Thirty-eight students from experimental groups completed an attitude questionnaire. A similarly designed follow-up study was conducted with two classes of BA Chemistry students taking a General English course at Urmia University. The application of one-way analysis of covariance on the main study post-test data indicated differences in performances of all groups, with peer-assessment group performing the best. Quantitative and qualitative analyses indicated that both self- and peer-assessment, as well as the teacher-assessment group, had positive attitudes toward their assessment experiences. The application of one-way analysis of variance on replication study data showed that the experimental group significantly outperformed the control group on the post-test and that students in the former group had positive attitudes toward self-assessment.
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