COVID-19 has caused not only unprecedented health crises but also economic crises among individuals across the world. White-collar (salaried-class) employees with a fixed salary face financial insecurity due to job loss, pay cuts and uncertainty in retaining a job. This study examines the financial behavior of Indian white-collar salaried-class investors to their cognitive biases. In addition, the mediating effect of financial self-efficacy on cognitive biases and financial behavior is examined. Respondents were given structured questionnaires (google forms) through emails and WhatsApp for data collection. SPSS and R-PLS are used to analyze the data. Conservatism (r = –.603, p < 0.05) and herding bias (r = –.703, p < 0.05) have a significant negative correlation with financial behavior. Financial self-efficacy has a significant positive correlation (r =.621. p < 0.050). Conservatism and herding predicted 60.5% and 62.2% of the variance, respectively. The direct and indirect paths between conservatism bias, financial self-efficacy, and financial behavior are significant. The paths between herding, financial self-efficacy and financial behavior are also significant.
Acknowledgement The authors express their sincere gratitude to Dr Suresha B (Associate Professor, School of business and management, CHRIST (Deemed to be university), Bangalore, India ) for encouraging and motivating them to accomplish this research task. The authors also extend their sincere thanks to Prof. Krishna T.A. (Assistant Professor, School of business and management, CHRIST (Deemed to be university), Bangalore, India) and Dr Sridevi Nair (Assistant Professor, School of business and management, CHRIST (Deemed to be university), Bangalore, India) for their support throughout this empirical investigation.
Un gran desafío para los formadores y profesores de hoy en día es atraer y retener la atención de los estudiantes y participantes. En la era de las redes sociales y los teléfonos inteligentes, los estudiantes tienen varias cosas que pueden distraerlos durante el proceso de aprendizaje y la responsabilidad de encontrar formas de involucrarlos de manera efectiva recae en el maestro. Con base en una revisión de la literatura sobre desarrollos tecnológicos, los investigadores del presente estudio proponen el uso de multimedia de animación de pizarra como una herramienta para mejorar la experiencia de aprendizaje. En el presente estudio se evalúa la efectividad de esta técnica a través de un diseño de grupo control pretest postest y la muestra conformada por estudiantes del curso de maestría en administración de empresas. Los hallazgos brindan evidencia empírica que respalda el uso de videos de animación de pizarra para complementar el aprendizaje en el aula.
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