Ali Mahdi Kazem

THE LOVE OF MONEY IS THE ROOT OF ALL EVIL: PAY SATISFACTION AND CPI AS MODERATORS

By incorporating pay satisfaction at Level 1 and Corruption Perceptions Index (CPI) at Level 2, we investigated the relationship between the love of money and self-reported corrupt intent among 6,382 managers in 31 geopolitical entities across six continents. Our significant cross-level three-way interaction effect showed that for managers with high pay satisfaction, the intensity (slope) of the love of money to corrupt intent relationship was almost identical in high or low CPI entities but the former had the lowest magnitude of corrupt intent, whereas the latter had the highest. For those with low pay satisfaction, the slope was the steepest in high CPI entities, but was flat in the low CPI entities and the difference between the two was significant.

Monetary Intelligence and Behavioral Economics Across 32 Cultures: Good Apples Enjoy Good Quality of Life in Good Barrels

Abstract Monetary Intelligence theory asserts that individuals apply their money attitude to frame critical concerns in the context and strategically select certain options to achieve financial goals and ultimate happiness. This study explores the bright side of Monetary Intelligence and behavioral economics, frames money attitude in the context of pay and life satisfaction, and controls money at the macro-level (GDP per capita) and micro-level (Z income). We theorize: Managers with low love of money motive but high stewardship behavior will have high subjective well-being: pay satisfaction and quality of life. Data collected from 6586 managers in 32 cultures across six continents support our theory. Interestingly, GDP per capita is related to life satisfaction, but not to pay satisfaction. Individual income is related to both life and pay satisfaction. Neither GDP nor income is related to Happiness (money makes people happy). Our theoretical model across three GDP groups offers new discoveries: In high GDP (rich) entities, “high income” not only reduces aspirations—“Rich, Motivator, and Power,” but also promotes stewardship behavior—“Budget, Give/Donate, and Contribute” and appreciation of “Achievement.” After controlling income, we demonstrate the bright side of Monetary Intelligence: Low love of money motive but high stewardship behavior define Monetary Intelligence. “Good apples enjoy good quality of life in good barrels.” This notion adds another explanation to managers’ low magnitude of dishonesty in entities with high Corruption Perceptions Index (CPI) (risk aversion for gains of high probability) (Tang et al. 2015. doi:10.1007/s10551-015-2942-4). In low GDP (poor) entities, high income is related to poor Budgeting skills and escalated Happiness. These managers experience equal satisfaction with pay and life. We add a new vocabulary to the conversation of monetary intelligence, income, GDP, happiness, subjective well-being, good and bad apples and barrels, corruption, and behavioral ethics.

Teachers’ perceptions of the concomitance of emotional behavioural difficulties and learning disabilities in children referred for learning disabilities in Oman

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD.

Emotional and behavioural difficulties among middle school students in Oman: an examination of prevalence rate and gender differences

ABSTRACT Children with emotional and behavioural difficulties (EBDs) began to receive considerable attention in several countries in the Middle East and North Africa region including Oman. In the Omani context, there is lack of valid assessment instruments which can be used to obtain information on EBDs in schools. The current study used the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) to examine EBDs in a sample of middle school students. 816 middle school students from both genders, who were randomly selected from different schools in two big cities in Oman, filled out the A-SDQ. Results provided initial evidence of good psychometric properties of the A-SDQ reflecting that it can be a valid tool for use in schools in Oman. Further, the participants reported moderate to high rates of EBDs as measured by the different subscales of the A-SDQ. Significant gender differences were found in students self-report of EBDs. Compared to boys, girls reported more emotional symptoms, less conduct and peer problems. Implications of the study findings for the identification of students with EBDs in schools in Oman are presented.

Ideological Identity Statuses of students of Grades 8-11

Several important theoretical perspectives in intergroup relations predict that there should be a positive association between various form of intergroup discrimination and collective identity. The empirical evidence for this assumption is however inconsistent and contradictory. Some studies show positive associations, some show negative associations and some show fail to find any associations. In an attempt to bring some clarity to this area, we conducted four studies that examined the relationship between collective identity and intergroup discrimination as a function of the intergroup context. Based on ideas derived from Self-Categorization Theory (SCT) it was predicted that the association between collective identity and intergroup discrimination would emerge in contexts where intergroup relations are emphasized. Using a between groups methodology, this prediction was tested in four independent studies. The results indicate a consistently positive relationship between the evaluative dimension of collective identity and various forms of intergroup discrimination. This association is found only in circumstances that specifically emphasize intergroup relations. This relationship held across increasingly negative forms of intergroup discrimination.

Identification of Gifted Students in Oman: Gender and Grade Differences on the Gifted Rating Scales–School Form:

Research suggests that teacher-completed gifted screening scales can reduce undernomination of students with culturally and linguistically diverse backgrounds. The purpose of this study was to examine the use of the Gifted Rating Scales–School Form (GRS-S) in the identification of gifted students in Oman. The participants of the study represented a national sample of 907 students from Grades 1 to 10 in five governorates in Oman. The MANOVA showed that the main effect of the gender was statistically significant on the GRS subscales. Females’ mean scores on four subscales (Intellectual Ability, Academic Achievement, Artistic Talent, and Motivation) were higher than males’. A statistically significant effect of the grade was found on the GRS subscales. Third-grade students’ ratings of artistic ability were higher than other students’ grades.

Visual motor integration as a screener for responders and non-responders in preschool and early school years: implications for inclusive assessment in Oman

ABSTRACT Visual motor integration (VMI) is the ability of the eyes and hands to work together in smooth, efficient patterns. In Oman, there are few effective methods to assess VMI skills in children in inclusive settings. The current study investigated the performance of preschool and early school years responders and non-responders on a VMI test. The full range test of visual motor integration (FRTVMI) was administered to a sample of 359 children from preschool and elementary school settings in Oman. A two-way analysis of variance showed that there are statistically significant differences in VMI between preschool and early school non-responders. Gender did not show any effect on preschool childrens performance on the FRTVMI, whereas it had an effect on elementary school childrens performance. Results of the study are discussed in relation to the use of VMI assessment in screening for responders and non-responders in preschool and elementary school settings. Implications for psycho-educational assessment of children who struggle academically in inclusive settings are presented.

Depression Symptoms among Omani Children: Age and Sex Differences

The present study explored the existence of depressive symptoms among Omani children according to sex and age. The Arabic translated version of the Multidimensional Child and Adolescent Depression Scale was administered to 1,749 children (828 boys, 921 girls) ranging in age from 10 to 18 years old (M = 13.9, SD = 2.3) from 10 schools representing different areas of Muscat, Oman. The results showed no differences in the total mean scores on depression between boys and girls, although differences were observed on 4 of the 8 subscales. Boys had significantly higher scores on Weak concentration and Loneliness, while girls scored higher for Sleep problems and Anhedonia. Significant differences across ages also were exhibited for the total score as well as four subscales (Pessimism, Weak concentration, Anhedonia, and Fatigue), suggesting higher rates of depression among 15- to 18-year-olds.