RESUMO
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.
RESUMO
Achieving carbon neutrality targets is a major challenge for Organization for Economic Co-operation and Development (OECD) countries that experience mounting ecological degradation over the last few decades. To deal with this situation, the trading of green products may play a crucial role. However, previous studies have not captured the net impact of green trading, and also the international trade basket used in these studies is proxied by the trade openness index including both environment-friendly and not-so-friendly goods. To provide a solution, this research intends to capture the net effects of green goods on the environment over the period 2003 to 2016 in 35 OECD countries. This study extends the literature by computing a new Green Openness Index based on the OECD Combined List of Environmental Goods (CLEG) basket that consists of 255 products. After this, an empirical model based on the Environmental Kuznets Curve (EKC) hypothesis is developed to test the role of the Green Openness Index in environmental sustainability using methodology robust against heterogeneity and cross-sectional dependence. The outcomes unfolded the validity of the EKC hypothesis in 35 OECD countries. Empirical estimates confirmed that the Green Openness Index, which considers traditional environment-friendly goods as well as environmentally preferable goods, stimulates environmental sustainability. Finally, numerous policies are directed to accomplish carbon neutrality targets.
