The neoclassical ambiguity in the specific factor model

2001 ◽  
Vol 10 (3) ◽  
pp. 321-337 ◽  
Author(s):  
James Melvin ◽  
Robert Waschik
Keyword(s):  
Factor Model ◽  
Specific Factor

Foreign Capital Inflow and Real Exchange Rate Appreciation in Developing Economies: Theory and Empirical Evidence

2014 ◽  
Vol 14 (03n04) ◽  
pp. 453-465
Author(s):  
Anindya Biswas ◽  
Biswajit Mandal ◽  
Nitesh Saha
Keyword(s):  
Exchange Rate ◽  
Global Economy ◽  
Foreign Capital ◽  
Factor Model ◽  
Developing Economies ◽  
Capital Inflow ◽  
Specific Factor ◽  
Export Sector ◽  
The Exchange Rate ◽  
Sectoral Composition

Foreign direct investment specially targeted to export sector is relatively new phenomenon in the global economy. Such inflow of foreign capital changes the sectoral composition of the economy, and it has some influence on the exchange rate of the destination country. In this study, we attempt to provide underlying theoretical and empirical explanations for exchange rate appreciation due to foreign capital inflow. We first use an extended three-sector specific factor model to explain analytically why and how an inflow of foreign capital boosts the price of a nontradable good that helps tilting the exchange rate in favor of the host country and then conduct an empirical analysis based on a panel dataset of 12 prominent developing countries over the time period 1980–2011 to substantiate our theoretical findings. We also strive to look at the possible consequences on factor prices and on sectoral de-composition of a representative economy.

Psychometric properties of a new scale for measuring academic positive psychological capital

2021 ◽  
pp. 25-30
Author(s):  
Pasquale Anselmi ◽  
Daiana Colledani ◽  
Luigi Fabbris ◽  
Egidio Robusto ◽  
Manuela Scioni
Keyword(s):  
Psychological Capital ◽  
Factor Model ◽  
Bifactor Model ◽  
Specific Factor ◽  
General Factor ◽  
Positive Psychological Capital ◽  
Four Dimensions ◽  
Explained Common Variance ◽  
University Of Padua ◽  
Academic Results

Positive psychological capital (PsyCap) is the name given to a set of psychological dimensions (hope, resilience, self-efficacy, and optimism) that may support students in their effort to achieve better academic results and even improve the employability of graduates. These dimensions could help students to achieve better academic results and impact fresh graduates’ ability to stand the labour market in times of crisis. A scale, called Academic PsyCap, was specifically developed to evaluate the four PsyCap dimensions among students and fresh graduates. To deeply investigate the structural validity of the scale, three alternative models (one-factor model, correlated four-factor model, bifactor model) were run on the responses provided by about 1,600 fresh graduates at the University of Padua. The results indicated that the bifactor model fit the data better than the other two models. In this model, all items significantly loaded on both their own domain specific factor and on the general factor. The values of Percentage of Uncontaminated Correlations (PUC), Explained Common Variance (ECV), and Hierarchical Omega suggested that multidimensionality in the scale was not severe enough to disqualify the use of a total PsyCap score. The scale was found to be invariant across gender and academic degree (bachelor’s and master’s degree). Internal consistency indices were satisfactory for the four dimensions and the total scale.

scholarly journals The New Ricardian Specific Factor Model

2021 ◽  
Author(s):  
Sugata Marjit ◽  
Gouranga Das
Keyword(s):  
Factor Model ◽  
Specific Factor

Domain-Specificity of Need for Cognition Among High School Students

2019 ◽  
Vol 35 (5) ◽  
pp. 607-616 ◽  
Author(s):  
Ulrich Keller ◽  
Anja Strobel ◽  
Romain Martin ◽  
Franzis Preckel
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Factor Model ◽  
Need For Cognition ◽  
Self Concept ◽  
Equation Modeling ◽  
Specific Factor ◽  
General Factor ◽  
Domain Specific ◽  
Specific Factors

Abstract. Need for Cognition (NFC) is increasingly investigated in educational research. In contrast to other noncognitive constructs in this area, such as academic self-concept and interest, NFC has consistently been conceptualized as domain-general. We employed structural equation modeling to address the question of whether NFC can be meaningfully and gainfully conceptualized as domain-specific. To this end, we developed a domain-specific 20-item NFC scale with parallel items for Science, Mathematics, German, and French. Additionally, domain-general NFC was assessed with five domain-general items. Using a cross-sectional sample of more than 4,500 Luxembourgish 9th graders, we found that a nested-factor model incorporating both a general factor and domain-specific factors better accounted for the data than a single-factor or a correlated-factor model. However, the influence of the general factor was markedly stronger than in corresponding models for academic self-concept and interest. When controlling for the domain-specific factors, only Mathematics achievement was significantly predicted by the domain-general factor, while all achievement measures (Mathematics, French, and German) were predicted by the corresponding domain-specific factor. The nested domain-specific NFC factors were clearly empirically distinguishable from first-order domain-specific interest factors.

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