Innovation for a greener future: Disentangling the asymmetric impact of green finance on green technology in european union economies.

Green finance has originated as a critical factor for green development, where green technology innovation is a primary approach. Yet, limited information is available regarding how green finance influences green technological creation. This work probes the asymmetric linkage between green finance and green technology innovation in the selected European Union countries (Germany, Sweden, France, Italy, Netherlands, Spain, Denmark, Norway, Belgium, and Finland). Prior works adopted panel data methods to get usual outcomes concerning the green finance-green technology nexus, nevertheless the reality is that various nations did not establish such connection separately. The present work, in contrast, utilizes a peculiar tool, 'Quantile-on-Quantile,' that facilitates research to probe temporal reliance in entire nations by giving global yet economy-specific intuitions on the variables' correlation. Estimates exhibit that green finance enhances green technology innovation in almost all our chosen nations at definite quantiles of data distribution. Furthermore, the findings expose that the extent of asymmetry throughout various quantiles of our variables differs by the economy, emphasising the relevance of policymakers paying particular consideration while employing green innovation and green finance policies.

The risk paradox: Exploring asymmetric nexus between climate policy uncertainty and renewable energy technology budgets.

The ups and downs of climate policy uncertainty (CPU) cast a captivating shadow over the budgets allocated to renewable energy (RE) technologies, where strategic choices and risk assessment will determine the course of our green environmental revolution. The main intention of this investigation is to scrutinize the effect of CPU on the RE technology budgets (RETBs) in the top 10 countries with the highest RE research and development budgets (the USA, China, South Korea, India, Germany, the United Kingdom, France, Japan, Australia, and Italy). Although former researchers have typically employed panel data tools to contemplate the connection between CPU and RE technology, they repeatedly ignored variations in this connection throughout different economies. In contrast, our research adopts a unique approach, "quantile-on-quantile," to check this association at the country-to-country level. This approach offers a comprehensive worldwide perspective while procuring tailor-made perceptions for individual economies. The outcomes suggest that CPU significantly decreases RETBs across several data quantiles in our sample nations. In addition, the outcomes underscore that the connections between our variables differ among nations. These outcomes highlight the significance of policymakers implementing thorough appraisals and skillfully governing plans relevant to CPU and RETBs.

The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator.

There is a growing body of literature on the predictors of student academic performance. The current study aims to extend this line of inquiry, and has linked stakeholders' participation, goal directness and classroom context with students' academic outcomes. Using the multistage sampling technique, the researchers collected cross-sectional data from 2,758 high school students. This study has employed regression analysis (simple linear regression and hierarchical linear regression modeling) to test the study hypotheses. The results revealed that learning context produces highest variance in students' engagement (R2 = 59.5%) and their academic performance (R2 = 42%). It is further evident that goal directness has the highest influence on students' academic performance (Std. ß = 0.419) while learning climate of the classroom frequently affects their engagement (Std. ß = 0.38) in studies. Results also illustrated that students' overall engagement (R = 99.1%: Model-5 = 0.849) and cognitive induction (R2 = 79.2%: Model-5 = 0.792) yield highest variance in their academic performance. Although stakeholders' participation causes low variance in students' academic performance but the role of parents, teachers, peers and students (themselves) remained significant. Further, student engagement mediates the direct relationship (s) of independent and outcomes variable. The findings of the present research could be potentially useful for policymakers and schools to ensure the elevation in students' engagement and their academic performance in studies.