ABSTRACT
The purpose of this study was to examine the role of personality traits on academic performance. Furthermore, this study also aims at exploring the effects of virtual experience (mediator) and emotional intelligence (moderator) between personality traits and academic performance of the students. The findings imply that personality traits are the strong predictors of better academic performance. However, several personality traits do not have a positive impact on the academic performance. The study further suggests that students who have emotional abilities and virtual experience are more likely to perform well in their academics. The population of this research consists of students in various colleges and universities in developing regions. Thus, the sample consists of bachelor's and master's students. Existing scales are adopted with minor changes to make it more suitable and understandable within the study context. A total of 319 questionnaires were distributed. Among these 365 questionnaires, 234 questionnaires were received and further used for the purpose of data analysis. This shows an encouraging response from the targeted sample. Education and productivity of the students are influenced by their personality as well as their emotional intelligence abilities. The findings imply that being extrovert is a strong predictor of student achievement and should be prioritized in intervention strategies. This personality feature is responsible for performance in addition to virtual learning experience. Despite its low overall relative value, agreeableness is a significant driver of student achievement. Along with ability and aptitude assessments, personality evaluations might be utilized as a secondary screening tool to identify adolescents at risk of underperformance and academic performance failure. Therefore, learning emotional skills would be beneficial to cope the modern challenges of the competitive educational environment. Virtual experience and being emotionally sound can help students to learn quickly and to be more adaptive into the new world of digitalization. The conclusions of the current study have significant consequences for educators and policymakers. They must accept that boosting emotional intelligence levels through teaching or training is a significant objective of contemporary education. The emotional intelligence abilities of the students related to culture may be shown in a variety of ways, from expectations toward students to interpersonal interactions with students, and from teaching techniques to evaluation methods.
ABSTRACT
In the light of The Paris Agreement (COP 21), global leaders reached a consensus to curtail the increase in global temperature up to 2.0 °C ideally 1.5 °C pre-industrial level. Likewise, it has become a pathway to accomplish long-term goals of achieving carbon neutrality. In this regard, this paper aims to explore the role of green process innovation and environmental orientation toward environmental performance for achieving the long-term goal of carbon neutrality. In addition, this paper also discovers a mediating role of green competitive advantage in said context. Using data from a survey among managers of equipment manufacturing sector, the study employed structural equation modeling technique and found that green process innovation, environmental orientation and green competitive advantage significantly influence environmental performance. Subsequently, mediation analysis indicated that green competitive advantage partially mediates the relation from green process innovation and environmental orientation to environmental performance. In light of the carbon neutrality targets, the study highlight that improving environmental performance through green process innovation and environmental orientation can be a way-forward for manufacturing sector to play its role to achieve carbon neutrality. The study concludes with theoretical and practical implications.
Subject(s)
Carbon , Industry , Carbon Dioxide , Commerce , Social ConditionsABSTRACT
This study analyses the dynamics of carbon emissions for N-11 countries from 1990 to 2017. We introduce some innovative factors such as financial development, human capital, renewable energy consumption, and gross domestic product as determinants of carbon dioxide (CO2) emissions. The empirical estimations are based on Pesaran (2007) unit root test, common correlated effect mean group, and augmented mean group. The findings reveal a positive relationship between carbon emissions and financial development as well as a gross domestic product. In contrast, technological innovation and renewable energy consumption are adversely related to carbon emissions. These findings have important implications, and we recommend the promotion of technological innovation and the use of renewable energy consumption. This will help in achieving the goals set by COP21.
