Suchergebnisse

As one of the important developing countries, China has experienced a tremendous amount of economic growth in the past 30 years. This in turn has attracted a huge amount of foreign direct investment (FDI) into the country. However, according to past literature, FDI location is imbalance in China. Building upon this finding, this paper attempts to identify factors affecting the location determinants of FDI in China. By introducing spatial variable into the analysis, this paper measures the agglomeration effect of a city level data. The results show that the spatial variable (market potential factor), plays a significant role in FDI flows. Also I find that previous FDI flow, market potential factor, infrastructure construction, government preferential policies and coastal location can attract FDI flow. While higher wages and education level effects are not clear. By separating the data into two sub-sample periods (1996-2002 and 2003-2008), I find that in response to the transformation of the economic situation, foreign investors shift their investment direction into regions with high education and high income level. This observation is different to previous studies. This study provides deeper perspective on the factors that attract FDI flows to China, and how the transformation of the economic environment change the direction of FDI flows.

Herd behavior has long been studied in many academic works and previous research has shown that individuals are influenced by others when making decisions. Recently, we have also observed herd behavior in many instances of popular business models or new technology adoption in organizations.
For example, the majority of security houses in Taiwan are adopting the same electronic trading system for no apparent reason. In this study the basis for information technology adoption herding generated by organizational decisionmakers' investment decisions is examined.

We examined the effectiveness of a differentiated instruction intervention in promoting 6th grade students' mathematics self-efficacy (MSE), mathematics learning motives (MLM), and mathematical problem-solving skills (MPSS). The relationships among MSE, MLM, and MPSS were also assessed.
We employed a longitudinal approach with a pretest and posttest design with 25 students, and used 3 instruments for quantitative data collection. Findings showed that the application of the differentiated instruction learning environment was significantly beneficial in advancing the students'
MSE, MLM, and MPSS. In addition, MSE significantly predicted MLM and MPSS, such that the mediating effect of MLM on the effect of MSE on MPSS was partial. This finding shows that the stronger the MSE of 6th grade students is, the better their MLM are, which, in turn, advance their MPSS.