Young consumers’ innovativeness in apparel choices: A model including consumer self‐confidence

In industries with network effects, consumer innovators help to trigger the critical mass needed for a product innovation to be successful. Thus, firms can benefit from actions that increase consumer innovativeness in their target markets. Consumer innovativeness has been associated with variables such as hedonic shopping motivation, impulsiveness and status seeking. There is limited work on the impact on consumer innovativeness of consumer characteristics that reflect consumers’ self‐confident ability to choose. This study proposes and tests a model for consumer innovativeness that incorporates variables from previous research and uncovers the importance of consumer self‐confidence. We collect survey data from 534 Chilean girls, ages 10–15. After building constructs with the help of exploratory factor analysis, we analyze the data with linear regression estimation (via OLS). Our results reveal that consumer self‐confidence is positively and significantly related to consumer innovativeness. Our findings also add evidence ‐from a younger age group‐ regarding the significance of status seeking, impulsiveness and hedonic shopping motivation on consumer innovativeness. Results suggest that companies could leverage consumer innovativeness by taking actions to increase consumers’ self‐confidence. Innovative apparel choices in young consumers could possibly also be strengthened by communicating status achievement and by enhancing shopping enjoyment.     

Thriving and career outcomes: The roles of achievement orientation and resilience

This research investigated how and under what conditions thriving at work affects career attitudes and behaviors. Using an experimental design (n = 174), Study 1 found that the effects of thriving on career satisfaction, career commitment, and career engagement were mediated by career resilience. The positive effect of thriving on career resilience and the resilience‐mediated effects of thriving on career satisfaction, commitment, and engagement were stronger when achievement orientation was higher. Study 2 verified these findings with a survey of another sample of 296 employees. These studies offer important insights for human resource managers and career consultants or practitioners regarding what may enhance employees' career outcomes. Our findings imply that thriving‐enabling practices might be beneficial among highly achievement‐oriented employees.     

The influence of school size,principal characteristics and school management practices on educational performance: An efficiency analysis of Italian students attending middle schools

The aim of the paper is to identify which among the aspects that relate to the composition of the student body, school (district) size, management practices and the school principals' own characteristics are associated with the performance of Italian students at grade 8, measured through standardised test scores in reading and mathematics. The analysis makes use of a student-level efficiency model, and several school level variables are included as explanators for efficiency scores. The results show that, especially for reading, the most influential variables relate to the composition of the student body, while the students' performance in mathematics is partly correlated with the management practices adopted by the school principal/head teacher. Schools and schooling can only explain a minor part of the variance in achievement scores, however, and the characteristics of the students themselves play the most significant role.     

基于内容分析法的科技成果转化政策演进趋势分析

科技成果转化政策是强化科技与经济联系,完善创新体系的重要手段,是推动创新驱动、实现高质量发展的关键。论文选取1996—2017年中国中央政府及各部委所发布的85篇与科技成果转化相关的政策文本,采用内容分析法对其演进趋势及内在规律分析,得出政策制定部门参与水平上升、政策工具搭配组合日益多元、重视提升政策客体转化积极性的结论,并对未来政策发展方向提供思路。     

赋能型领导对员工创造力的影响：个人学习与成就动机的作用

以创造力理论为基础,探究赋能型领导对员工创造力的作用机制,检验个人学习的中介作用和成就动机的调节作用。通过采用验证性因子分析、层次回归分析和Bootstrap法,对收集的309份问卷进行分析。研究结果表明:①赋能型领导对员工创造力有正向影响作用;②个人学习在赋能型领导和员工创造力之间发挥部分中介作用;③成就动机调节了赋能型领导与员工个人学习之间的关系,且被调节的中介模型得到了验证。     

基于价值管理的EVA业绩评价指标体系的构建

企业业绩评价指标体系的构建,要有利于企业价值(或股东财富)最大化的实现。基于价值管理的EVA业绩评价指标体系,是将EVA与平衡记分卡有机结合在一起,突出了价值创造→战略→反映与评价→考核与激励这条管理主线,以实现管理体系的有效整合。     

基于DEA的投资基金业绩分析

由于传统投资基金业绩评估方法的局限性,将数据包络分析(DEA)作为工具,建立一种投资基金业绩评估模型。意在研究基金起点基本相同和系统风险相同的前提下基金的运转效率,选取2002年成立的10家开放式投资基金作为实例,分别对他们的投入,产出和经营业绩进行分析和比较。目的是考察基金的经营效率差异及分析其中原因,以挖掘提高基金管理业绩的潜力。     

煤气流量测量过程中的公式导出和仪表实现

文章通过设备的调试、单体、连接和安装,对流量量程的差压、温度压力补偿、不同状态间的转换和参数的计算求出最佳的最适合煤气运用的方案。     

Ground Roasted Coffee Consumers’ Ability to Determine Actual Quality: The Use of Attributes and the Role of Education Level in Mexico

This study contributes to the understanding of the consumer’s ability to distinguish levels of quality of a product comparing it to an objective evaluation. Also, it was hypothesized that a higher level of education would lead to a better ability to discriminate quality. Perceived and objective quality are compared using a semi-experimental design with subjects evaluating coffee attributes. Objective values are provided by certified expert coffee cuppers, whereas perceived values are obtained from regular coffee drinkers. Results suggest that the importance placed on each attribute (aroma, flavour, body, and residual flavour) by the consumer is different from that placed on each attribute by the experts. Furthermore, the most relevant attribute for the consumer (flavour) is distinct from the one most relevant for experts (residual flavour). Additionally, the consumer is unable to distinguish quality levels as an expert can do, regardless of his education level.     

Factors affecting classroom participation and how participation leads to a better learning

The purpose of this paper is twofold. First, we analyze various course- and student-related factors that affect participation grades within several college accounting classes. The second purpose is to determine whether in-class participation grades have an effect on exam performance in these classes. We find that, unlike in liberal arts and sciences courses, in accounting courses, participation grades for female students do not differ from participation grades for their male counterparts, regardless of class level. Overall, course level and student major have no direct effect on participation grades; however, the accounting majors and students in the lower level courses have better attendance than do non-accounting majors and students in more advanced courses. We observe that class schedule, in particular class duration and semester, affects students’ participation performance. Lastly, we find that students who participate more in classroom discussions perform 25% better on exams than do those with lower participation grades. This relationship holds for the three elements of participation grading: frequency of participation, consistency of participation, and attendance.