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Empirical Model for Measuring How Corporate Sustainability Performance Affects Customer Attraction and Economic Success
Full text linkThe focus of the paper is to test a model that measures how corporate sustainability performance (i.e. socio-economic and environmental dimensions) affect economic success via customer attraction. Quantitative data was collected from companies constituting the Socially Responsible Investment (SRI) index at the Johannesburg Stock Exchange. Factor analysis was used for data reduction, Chi-square tests for the association between two categorical variables and Cronbach alpha for validity and reliability. The methodology was two-fold: testing the linkages between corporate sustainability dimensions, customer attraction and economic success, and putting them together to form an integrated model. The results confirm a positive link between corporate socio-economic and environmental performance (i.e. the development of socio-economic aspects and human rights as well as a focus on environmental processes and products), customer attraction and economic success. The model provides a comprehensive approach that management can use to investigate corporate sustainability performance drivers and to obtain a clearer understanding of the impacts of corporate decisions regarding the economic success of both the company and the society. The value of the study is to provide organisations insights on how to achieve competitive advantage and improve economic success
Multiple intelligences among educational counselors in Jordanian schools and their relationship to gender and academic qualifications
Full text linkThis study aimed to identify the nature of multiple intelligences among educational counselors in Jordanian schools by examining the predictive differences in multiple intelligences among educational counselors, as well as their relationships and impacts based on demographic variables, gender, and academic qualifications. The researcher developed the Multiple Intelligences Scale for Educational Counselors, which was utilized in the study, adopting a descriptive analytical methodology. The results indicated that the level of multiple intelligences among the sample members was average. No statistically significant differences were found in multiple intelligences based on gender. Additionally, there were no significant differences according to educational qualifications, except for existential intelligence, which was higher among those with a doctorate degree in multiple intelligences. Finally, a set of recommendations was proposed based on the incoming results, emphasizing the importance of conducting similar future studies and the need for continuous training, qualification, and development programs to activate multiple intelligences among the members of the study sample in the provision of educational counseling services
Variation of problem-posing approaches to improve learning outcomes and problem-posing abilities of prospective mathematics teachers
Full text linkThis study explores the effectiveness of different problem-posing approaches in improving learning outcomes and problem-posing abilities among prospective mathematics teachers. This study employed a pre- and post-tests control group experimental design. The experimental group engaged in online and direct problem-posing, the comparison group used peer-assisted and direct problem-posing while the control group relied solely on direct problem-posing. Three classes were selected through purposive sampling as the sample with 32 students assigned to the experimental group, 30 students to the comparison group, and 31 students to the control group. A one-way multiple analysis of variance (MANOVA) was conducted to determine the effect of problem-posing variations on material mastery and problem-posing ability both separately and simultaneously. Findings indicate significant differences among the three groups. Online problem-posing serves as an effective preparatory stage before direct problem-posing allowing students to build confidence and reduce anxiety. Problem-posing ability was assessed across two dimensions, the ability to formulate and present problems. The study highlights that structured problem-posing approaches enhance learning outcomes and problem-posing abilities. These findings emphasize the importance of incorporating online and peer-assisted problem-posing strategies in mathematics education to support student engagement, critical thinking, and skill development
Impact of the COVID-19 pandemic on digital communication among secondary mathematics students
Full text linkThe study examines the impact of the COVID-19 pandemic on mathematical communication among secondary education students focusing on digital interactions with peers and teachers, using social networks for educational purposes, and the utilization of technological devices for studying mathematics. A non-experimental, quantitative, ex post facto research design was employed, analyzing data from 2728 secondary school students in Melilla, Spain. Data were collected through a structured questionnaire administered in 2019 and 2024 measuring variables related to digital communication, social network usage, and device-based learning. Statistical analyses were performed using generalized linear models to evaluate the significance of observed trends. Results reveal a significant increase in peer communication and the use of social networks for sharing educational resources. Teacher-student communication also increased though the improvement was moderate and uneven across educational levels. The use of technological devices for learning mathematics at home grew notably among lower secondary students but less so in upper secondary. Findings underscore the transformative role of digital platforms in fostering academic interaction during the pandemic and highlight persistent challenges including teacher preparedness and equitable access to technology. The results highlight the need for targeted policies to strengthen digital competencies and bridge the digital divide in education
Influential factors of online purchase intention in the financial industry: A perspective from an emerging economy
Full text linkThis study addresses the gap in understanding the impact of product types on online purchasing decisions in the financial industry. It examines how key factors—product features, financial needs, institutional reputation, and government regulations—affect online purchase intention while also investigating the mediating roles of consumer perceptions. Data from 218 respondents in China was collected via a structured questionnaire distributed across various social media platforms. Quantitative analysis was employed to explore the direct effects of influential factors on online purchase intention, along with the mediating effects of perceived value and purchase risk. The study reveals that product features, financial needs, institutional reputation, and government regulations positively influence online purchase intention in the financial sector. Perceived value amplifies these effects, while purchase risk attenuates them, underscoring the significant mediating role of consumer perceptions. Managers in the financial sector should prioritize brand building and real-time customer engagement to bolster online purchase intentions. Strengthening institutional reputation and highlighting product value can positively sway consumer decisions. Policymakers are advised to enact regulations ensuring e-commerce transaction safety, fostering consumer trust and a secure online purchasing environment
Access to stock markets impact on SMEs performance
Full text linkThis study investigates the impact of unregulated stock market listing on the financial performance of small and medium-sized enterprises (SMEs) in Europe. The analysis seeks to determine whether listing improves financial performance or whether associated costs outweigh the potential benefits. To address this question, the performance of listed and unlisted SMEs is compared across five key indicators: solvency, liquidity, profit margin, return on assets (ROA), and return on equity (ROE). The sample covers a ten-year period from 2014 to 2023. Statistical analyses were conducted using unpaired Student’s t-tests in RStudio to assess the significance of performance differences between the two groups. The findings reveal a mixed impact of listing on SMEs' financial performance. On the one hand, listed SMEs show significant improvements in solvency and liquidity, suggesting that listing facilitates access to external capital and enhances the ability to meet both short-term and long-term obligations. On the other hand, profitability measures, including profit margin, ROA, and ROE, exhibit a notable decline after listing. This deterioration indicates that while listing improves financial stability, it may simultaneously impose costs and constraints that undermine operational efficiency. Overall, the study provides empirical evidence of SMEs' access to unregulated stock market trade-offs, offering relevant insights for SMEs considering IPOs, investors evaluating SME securities, and policymakers supporting SME financing through stock markets
Development of the Uskudar Self-Consciousness Scale and examination of its psychometric properties in the context of skepticism and narcissism
Full text linkSelf-consciousness involves knowing and observing oneself, but in today's world, it also reflects rising psychological issues. Disconnection from one's inner world, emotional illiteracy, and behavioral inconsistency can harm personal and social integrity. Skepticism and narcissism both contribute to and result from this lack of self-awareness. This study aimed to develop a valid and reliable dimensional Uskudar Self-Consciousness Scale (USSCS) that includes two perspectives by focusing on skepticism and narcissism, and to examine its psychometric properties. Data were collected from 1119 participants across Turkey. As a result of the study, the Uskudar Self-Consciousness Scale consisted of two independent scales: Uskudar Skepticism Scale (USSES) and Uskudar Narcissism Scale (USNAS). The first scale, USSES, consisted of 20 items and 4 dimensions, and the structure explained 52.92% of the total variance. Cronbach's Alpha internal consistency reliability coefficient was found to be .89 in the total scale. The second scale, USNAS, consisted of 25 items and 5 factors. The total variance explained was 52.75%. Cronbach's Alpha internal consistency was found to be .90. Modeling confirmed both scales’ structures, with acceptable goodness-of-fit values. According to the first results obtained in the study; (a) young generations are more skeptical and their narcissism is high, (b) skepticism and narcissism increase as the level of education increases, (c) in the 1119-person Turkey sample, skeptical affect and narcissism were found to be at a low level. As a result, a valid, reliable, and dimensional self-consciousness self-assessment scale that includes skepticism and narcissism was developed
The crucial role of high school management in facilitating e-portfolio implementation in classrooms
Full text linkRapid development of information communication technologies (ICTs) has enabled online technology to support flexible teaching and learning approaches in various contexts, including high schools. As a result, e-portfolios used in online and blended learning environments can be effectively implemented in high schools. This study emphasizes the central role of high school managers in integrating educational technology in schools to promote e-portfolios. Using a qualitative research approach and the Technology Adoption Model (TAM), data were collected through an online questionnaire. Thematic analysis was employed to analyze the open-ended questions, while descriptive statistics were used for the closed-ended questions. The findings indicate that members of school management can act as catalysts for teachers and learners to integrate technology in the classroom, thereby facilitating and supporting the implementation of this approach in schools. However, the study also found that members of school management are often neglected during training offered during technology implementation. This neglect results in the central role players lacking the necessary understanding and appreciation for the application of educational technology in the classroom. Based on these findings, it is recommended to prioritize awareness, training, and preparation for ICT integration for high school management teams
Enhancing participatory executive functions to improve the quality of life of preschool ethnic children in Thailand’s border patrol police schools
Full text linkThis research aimed to (1) develop interventions for enhancing executive functions (EFs) and (2) examine the effects of participatory EF enhancement in ethnic preschool children. The researchers sampled 197 preschool teachers and parents from 7 Border Patrol Police Schools in northern Thailand using simple random sampling. The research instruments included questionnaires, interviews, a curriculum, a lesson plan, and assessment forms. All interventions were validated by experts, with content validity indices ranging from 0.80 to 1.00, indicating high quality and reliability. Data were analyzed using descriptive statistics (mean and standard deviation) and standard scores (T-score). The research findings revealed that: 1) the curriculum for enhancing preschool EF teaching skills was valid and of high quality; 2) the evaluation results of teachers' lesson plans and teaching skills were at a very good level; and 3) parental participation in the EF enhancement process is important. Comparing the EFs of preschool children before and after learning, a t-value of 46.62 was obtained, indicating a statistically significant difference at the 0.05 level, showing that the average EF score after learning was higher than before learning. The research revealed that interventions significantly improve preschool children’s systematic thinking skills and may improve social performance in the long term
AIGC-assisted evaluation of teachers’ tour-guide scripts: Construction and practice of the six-step method
Full text linkArtificial Intelligence Generated Content (AIGC) has garnered significant attention in education due to its strengths in language processing and content creation. It offers a novel technical approach to enhance tools for evaluating tour-guide scripts, which are inherently contextual, audience-oriented, and focused on cultural expression. This paper proposes a six-step method for AIGC-assisted evaluation of teachers' tour-guide scripts within the framework of Technological Pedagogical Content Knowledge (TPACK). The approach leverages the integration of technological knowledge, pedagogical knowledge, and content knowledge to establish a clear human–AI workflow. The six steps include Standard Setting, Standardized Input, AIGC Check, Guided Modification, Comparative Analysis, and Summary and Sharing. The study utilizes vocational students as the research group and employs a combination of teacher–AIGC comparison and mixed methods for evaluation. The focus is on the quantity and types of comments, the focus dimensions, and students’ performance in second-round writing. Results indicate that AIGC is effective in ensuring language accuracy and structural completeness. Teachers demonstrate stronger professional judgment in areas related to context and cultural expression. Their collaboration within the six-step process significantly enhances evaluation efficiency. This method provides a clear, repeatable process model and offers practical support for integrating AIGC into tour-guide script teaching