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The study investigated creativity, academic motivation and achievement belief as
determinants of mental ability of senior secondary school students in Mathematics in Anambra
state, Nigeria. Four research questions guided the study and four hypotheses were tested at 0.05
level of significance. The predictive correlation design was adopted for the study. The
population of the study comprised 21,204 senior secondary two SS2 students in Anambra State,
out of which 720 students obtained using random and purposive sampling techniques were
involved in the study. The instruments for data collection were validated by three experts from
the Departments of Science Education and Educational Foundations (Measurement and
Evaluation), Nnamdi Azikiwe University, Awka. The reliability of creativity inventory,
academic motivation scale and achievement beliefs scale was established using Cronbach Alpha
while that of Mental Ability Test (MAT) was established using KR-20 which yielded coefficient
value of .72 for Creativity inventory, .73 for academic motivation scale, .71 for achievement
beliefs scale and .73 for Mental Ability Test. Creativity inventory, academic motivation scale,
achievement beliefs scale and mental ability test were administered on the students with the help
of six research assistants. Data obtained were analyzed using simple and multiple linear
regressions. The findings of the study among others revealed that creativity, academic
motivation, and achievement beliefs jointly made significant contribution to the prediction of
students’ mental ability. Among the predictors, academic motivation showed the highest beta
weight, indicating that motivated students tend to exhibit higher mental ability in Mathematics.
Creativity also positively influenced mental ability in Mathematics, while achievement beliefs
enhanced students’ mental ability in Mathematics. Based on the above findings. It was
recommended among others that teachers and school administrators design instructional
strategies that foster creativity, sustain academic motivation and strengthen positive achievement
beliefs to improve students’ mental ability.
Perceived Social Support as a Correlate of Secondary School Students'...
The study examined perceived social support as a correlate of secondary school
students' attitude to Biology in Federal Capital Territory (FCT) Abuja, Nigeria. Two research
questions guided the study while two hypotheses were tested at 0.05 alpha level. A correlation
survey design was adopted. The population of the study comprised 29,158 senior secondary
school two (SS2) Biology students from the FCT, Abuja. From which a 2, 928 SS2 students
offering Biology was drawn using proportionate sampling and stratified random sampling
techniques. Students Social Support Questionnaire (SSSQ) adapted from “What is happening in
the classroom questionnaire” (WIHICQ), by Cohen, Mermelstein, Kamarck, and Hoberman
(1985) and Biology Students’ Attitude Scale (BSAS) adapted from Students Attitude towards
Biology (SAB) by Danilo (2019) were used as instruments for data collection. The instruments
were validated by three experts from Faculty of Education Nnamdi Azikiwe University, Awka.
The Cronbach alpha reliability coefficients of SSSQ and BSAS were found to be 0.79 and 0.81
respectively. The data were collected using SSSQ and BSAS with the help of the research
assistants who were Biology teachers. Pearson product moment correlation r was used to answer
the research questions and to test the hypotheses. The finding revealed that the relationship
between secondary school students’ perceived social support scores and attitude scores towards
Biology is moderate and significant. Also, there is a low positive relationship between various
dimensions of perceived social support scores and secondary school students’ attitude scores in
Biology but not significant. It was recommended that students’ Biology teachers should monitor,
changes in social support alongside the attitude of students to enable iterative refinement of
interventions to sustain gains over time in Biology in secondary schools.
Research on English Translation Strategies of Characteristic Terms in...
Public diplomacy constitutes a significant category within international relations
studies, and its discourse system encompasses numerous political terms and cultural concepts
with distinctive Chinese characteristics. This paper examines the English translation practices of
core terms such as “people-to-people exchanges,” “strategic competition,” “soft power,” and
“sharp power” by analyzing the text Decent Friendship Wins True Respect: Shanghai Public
Diplomacy Practice. The study reveals significant challenges in translating public diplomacy
terminology, including high political sensitivity, complex cultural connotations, and differences
in international discourse systems. Guided by functional equivalence theory and terminology
principles, this paper proposes translation strategies that integrate elements of domestication and
foreignization. These approaches aim to provide reference points for disseminating public
diplomacy discourse internationally, thereby enhancing the recognition of China‟s distinctive
diplomatic discourse system on the global stage.
Expansion Strategies in Chinese Translation: A Case Study of the Subti...
Based on Wang Jianguo’s translation theory, this paper takes the subtitle translation
of the television series Dune: Prophecy as a case study to explore the ―expansion strategy‖ in
English–Chinese translation and its applications. The study shows that, compared with the
―compression‖ strategy typically discussed in Chinese–English translation, English–Chinese
translation often requires expansion at the levels of language and cognition through semantic
explicitation, logical cohesion, and cultural adaptation. The case analysis demonstrates that an
awareness of expansion is reflected in the blurring of boundaries among cognitive semantics,
structural form, and pragmatic rhetoric. Its core lies in reconstructing context and making logic
explicit so as to balance the fluency of the target text with depth of meaning, thereby enhancing
Chinese viewers’ comprehension of and emotional engagement with the plot. This study
provides a theoretical reference for audiovisual translation practice and reveals the impact of
expansion strategies on the aesthetic effect and communicative efficacy of translated subtitles in
cross-cultural contexts.