Following the financial crisis of 2008, more attention is paid to access to finance for young knowledge-based firms. A study conducted before the crisis showed that it was more difficult for knowledge-based firms to gain access to finance. However, none of the studies considered the differential effect of the crisis on young knowledge-based firms. This document examines this gap using the data set of 1155 firms in Kazakhstan for various sectors of the economy. The analysis was carried out in the context of the years before the crisis of 2002-2005 and after the crisis, when the economy significantly stabilized for 2014-2017. We believe that young knowledge-based firms are more likely to be rejected for financing than other firms, and this has significantly worsened in the post-crisis period. However, regressions that control a variety of characteristic characteristics show that the deterioration in the general conditions for financing. The results show that there are two questions in the financial system. The first is a structural problem that restricts access to finance for young knowledgebased firms. Secondly, the cyclical problem was caused by the financial crisis and significantly affected the young knowledge-based firms of various sectors of the economy.
The aim of the study is to point out the structural relationships between the possession of a second language and the construction of the stability, motivation and demotivation of students of the second language. The study involved 168 students in Ahmet Yassawi International Kazakh-Turkish University. The data were analyzed using factor analysis, correlations and modeling of structural equations (SEM). Seven factors of sustainability (life satisfaction, communicative, communicative effectiveness, self-control, strategic competence, metacognitive adaptation and realistic optimism) were determined in factor analysis, six factors of motivation (it should be in the second language, ideal second language, instrumental motivation, parental support, academic motivation, awareness of importance) and six factors of demotivation (negative perception of English-speaking countries, compulsory EFL education, perception of irrelevance textbooks or problems, low self-esteem, inappropriate learning environment, untrained teachers). The modeling of structural equations confirmed that stability, the motivation of the second language and the demotivation of the second language contribute to an increase in the level of proficiency in the second language. demotivation of the second language was more explanatory for the possession of a second language than the motivation for learning a second language. Stability had both direct and indirect influence on the knowledge of the second language through the demotivation of the second language. The findings indicate that teachers should equip students with coping strategies for learning a second language.
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