CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: financial motivation</title> <meta name="description" content="Search results for: financial motivation"> <meta name="keywords" content="financial motivation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="financial motivation" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="financial motivation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4031</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: financial motivation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4031</span> Impact of Financial and Non-Financial Motivation on Motivating Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Al-Yaqdhan%20Al-Rawahi">Al-Yaqdhan Al-Rawahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaneez%20Fatima%20Sadriwala"> Kaneez Fatima Sadriwala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to discover the readiness of Civil Service Employee Pension Fund (CSEPF), a governmental organization, in motivating its staff. Exploratory survey has been conducted in order to extract needed information. For this purpose we proposed a questionnaire to understand staff viewpoint of motivation. Data was analyzed by using SPSS 15.0 for Windowsand Excel. Major results prove that good working conditions is the most important factor of staff and sympathetic help with personal problem is the least important one. Also the relationship between financial motivation and employee motivation is very weak, whereas with non-financial motivation and employee motivation is moderate. Future research may focus on studying all departments of CSEPF. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20motivation" title="financial motivation">financial motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=non-financial%20motivation" title=" non-financial motivation"> non-financial motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20motivation" title=" employee motivation"> employee motivation</a> </p> <a href="https://publications.waset.org/abstracts/14186/impact-of-financial-and-non-financial-motivation-on-motivating-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4030</span> How to Reconcile Financial Incentives and Pro-Social Motivations of Loan Officers in Microfinance?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20De%20Pril">Julie De Pril</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%A9cile%20Godfroid"> Cécile Godfroid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, achieving double bottom line has become a widely recognized objective for microfinance institutions (MFIs). They would like to be financially sustainable or even profitable while continuing to focus on their social mission. In order to rise their financial performance, MFIs tend to grant financial bonuses to loan officers so that they increase their performance and efficiency. However, as argued by motivation crowding theory, monetary rewards may not have only positive effects but can also erode intrinsic motivation. Since MFIs pursue social objectives in addition to their financial ones, their employees’ intrinsic motivations may include the willingness to help others, like in many non-profit organizations. This is called pro-social motivation in the psychology literature. Particularly, this type of motivation should be highly reflected among microfinance loan officers as a part of their role consists in improving clients’ welfare. Therefore, it seems to be crucial for MFIs to find an equilibrium between the efficiency benefits obtained thanks to the granting of financial incentives and the deterioration of social performance that may result from the reduction of the loan officers’ pro-social motivation. This paper attempts to suggest, with a mathematical model, an optimal incentive scheme MFIs could rely on. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=loan%20officers" title="loan officers">loan officers</a>, <a href="https://publications.waset.org/abstracts/search?q=microfinance" title=" microfinance"> microfinance</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20motivation" title=" prosocial motivation"> prosocial motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=rewards" title=" rewards"> rewards</a> </p> <a href="https://publications.waset.org/abstracts/38027/how-to-reconcile-financial-incentives-and-pro-social-motivations-of-loan-officers-in-microfinance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4029</span> The Impact of Economic Freedom on Entrepreneurship Motivation: A Gendered Perspective on OECD Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sepideh%20Khavarinezhad">Sepideh Khavarinezhad</a>, <a href="https://publications.waset.org/abstracts/search?q=Paolo%20Pietro%20Biancone"> Paolo Pietro Biancone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper sheds light on how gender entrepreneurship is influenced by economic freedom in OECD countries. Our study empirically explores the interaction of financial institutions and its effect of both motivations on total entrepreneurial activities (TEA) of women and men in these countries and to discuss the differences between women and men in this field, which is always a hot topic in entrepreneurship. Employing a dynamic method, we conducted panel data analysis in the time frame from 2012-2015. In this regard, we evaluate the relationship between the Index of Economic Freedoms and its three years, and both indicators of Global Entrepreneurship Monitor (GEM) on supportive financial institutions. We investigate that economic liberalization tends to persuade men and women entrepreneurs to start their businesses or to reduce motivation entrepreneurship. In particular, our paper demonstrates that motivation entrepreneurship seems to benefit from government support and fade barriers in legal structure in business, while we expect to confirm that free trade and economic freedom stimulate the entrepreneur’s motivation and their participation to start own business. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20freedom" title="economic freedom">economic freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20entrepreneurship" title=" gender entrepreneurship"> gender entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20institutions" title=" financial institutions"> financial institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=OECD%20countries" title=" OECD countries"> OECD countries</a> </p> <a href="https://publications.waset.org/abstracts/111103/the-impact-of-economic-freedom-on-entrepreneurship-motivation-a-gendered-perspective-on-oecd-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4028</span> Physics Motivation and Research: Understanding the 21st Century Learners of Today</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Von%20Anthony%20G.%20Torio">Von Anthony G. Torio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and research are significant determinants of a student’s success in the school and in future careers. This study aimed to give a picture of the physics motivation of students in a tertiary level institution, as well as their research area and working preference, to create a picture of the nature of the representative youths of today. It was found that male students have higher motivation than female students in all components of motivation with intrinsic motivation leading the six components of motivation. In addition, male students (M = 4.27; SD = 0.74) were found to have significantly higher motivation as compared to female students (M = 3.77; SD = 0.89) with a computed t(64) value of 2.41 with p < 0.05 and Cohen’s d of 0.61. The students’ preference to work in groups of three rather than working individually suggests that students of the batch have small working groups that they depend on rather than working alone. The majority of the students also preferred conducting studies on the social sciences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20motivation" title=" physics motivation"> physics motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/32365/physics-motivation-and-research-understanding-the-21st-century-learners-of-today" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4027</span> Digital Transformation: The Effect of Artificial Intelligence on the Efficiency of Financial Administrative Workers in Peru in 2024</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thiago%20Fabrizio%20Gavilano%20Farje">Thiago Fabrizio Gavilano Farje</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelo%20Patricio%20Herrera%20Malpartida"> Marcelo Patricio Herrera Malpartida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the influence of artificial intelligence (AI) on the work efficiency of administrative employees in the financial sector of Metropolitan Lima, Peru, during the year 2024. Focusing on the relationship between AI implementation and work efficiency, it addresses specific variables such as decision-making, motivation, and employee productivity. To accomplish the analysis between AI and work efficiency within the financial sector of Metropolitan Lima, it is necessary to evaluate how AI optimizes time in administrative tasks, examine how AI impacts the agility of the process of making decisions, and investigate the influence of AI on the satisfaction and motivation of employees. The research adopts a correlational and explanatory approach, designed to establish and understand the connections between AI and work efficiency. A survey design adapted from an OECD study is used, applying questionnaires to a representative sample of administrative workers in the financial sector who incorporate AI into their functions. The target population includes administrative workers in the financial sector of Metropolitan Lima, estimated at 73,097 employees based on data from the Censo Nacional de Empresas y Establecimientos and studies by the BCRP. The sample, selected through simple random sampling, comprises 246 workers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20management" title="business management">business management</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=labor%20efficiency" title=" labor efficiency"> labor efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20sector" title=" financial sector"> financial sector</a> </p> <a href="https://publications.waset.org/abstracts/188226/digital-transformation-the-effect-of-artificial-intelligence-on-the-efficiency-of-financial-administrative-workers-in-peru-in-2024" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4026</span> Assessment of Training, Job Attitudes and Motivation: A Mediation Model in Banking Sector of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rauf">Abdul Rauf</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoxing%20Liu"> Xiaoxing Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Rizwan%20Qaisar%20Danish"> Rizwan Qaisar Danish</a>, <a href="https://publications.waset.org/abstracts/search?q=Waqas%20Amin"> Waqas Amin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The core intention of this study is to analyze the linkage of training, job attitudes and motivation through a mediation model in the banking sector of Pakistan. Moreover, this study is executed to answer a range of queries regarding the consideration of employees about training, job satisfaction, motivation and organizational commitment. Hence, the association of training with job satisfaction, job satisfaction with motivation, organizational commitment with job satisfaction, organization commitment as independently with motivation and training directly related to motivation is determined in this course of study. A questionnaire crafted for comprehending the purpose of this study by including four variables such as training, job satisfaction, motivation and organizational commitment which have to measure. A sample of 450 employees from seventeen private (17) banks and two (2) public banks was taken on the basis of convenience sampling from Pakistan. However, 357 questionnaires, completely filled were received back. AMOS used for assessing the conformity factor analysis (CFA) model and statistical techniques practiced to scan the collected data (i.e.) descriptive statistics, regression analysis and correlation analysis. The empirical findings revealed that training and organizational commitment has a significant and positive impact directly on job satisfaction and motivation as well as through the mediator (job satisfaction) also the impact sensing in the same way on the motivation of employees in the financial Banks of Pakistan. In this research study, the banking sector is under discussion, so the findings could not generalize on other sectors such as manufacturing, textiles, telecom, and medicine, etc. The low sample size is also the limitation of this study. On the foundation of these results the management fascinates to make the revised strategies regarding training program for the employees as it enhances their motivation level, and job satisfaction on a regular basis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title="job satisfaction">job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/78058/assessment-of-training-job-attitudes-and-motivation-a-mediation-model-in-banking-sector-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78058.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4025</span> Types of Motivation at a Rural University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Valdez-Hern%C3%A1ndez">Sandra Valdez-Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is one of the most important factors when teaching language. Most institutions at least in Mexico, pay low attention to the types of motivation students have when they are studying English; however, considering the motivation they have, may lead to better understanding about their needs and purposes for learning English and the professors may understand and focus on their interests for making them persist in action through the course. This topic has been widely investigated in different countries, but more research needs to be done in Mexico to shed light on this area of potential impact. The aim of this research is to focus on the types of motivation, intrinsic and extrinsic, instrumental and integrative and the attitudes students have about English language to identify aspects that are alike to other contexts and research areas based on the theory of Dörnyei (2013) and Gardner (2001). It was carried out at a Mexican University in a small village in Quintana Roo. The potential implications, the findings as well as the limitations are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attides%20of%20motivation" title="attides of motivation">attides of motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20of%20motivation" title=" factors of motivation"> factors of motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=extrinsic%20and%20intrinsic%20motivation" title=" extrinsic and intrinsic motivation"> extrinsic and intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=instrumental%20and%20integrative%20motivation" title=" instrumental and integrative motivation"> instrumental and integrative motivation</a> </p> <a href="https://publications.waset.org/abstracts/157373/types-of-motivation-at-a-rural-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4024</span> Understanding Sixteen Basic Desires and Modern Approaches to Agile Team Motivation: Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Suvorova">Anna Suvorova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classical motivation theories hold that there are two kinds of motivation, intrinsic and extrinsic. Leaders are looking for effective motivation techniques, but frequently external influences do not work or, even worse, reduce team productivity. We see only the tip of the iceberg -human behavior. However, beneath the surface of the water are factors that directly affect our behavior -desires. Believing that employees need to be motivated, companies design a motivation system based on the principle: do it and get a reward. As a matter of fact, we all have basic desires. Everybody is motivated but to different extents. Following the principle "intrinsic motivation over extrinsic rewards", we need to create an environment that will support intrinsic motivation and potential of employees, and team, rather than individual work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20profile" title="motivation profile">motivation profile</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20techniques" title=" motivation techniques"> motivation techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=agile%20HR" title=" agile HR"> agile HR</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20desires" title=" basic desires"> basic desires</a>, <a href="https://publications.waset.org/abstracts/search?q=agile%20people" title=" agile people"> agile people</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20behavior" title=" human behavior"> human behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20management" title=" people management"> people management</a> </p> <a href="https://publications.waset.org/abstracts/151066/understanding-sixteen-basic-desires-and-modern-approaches-to-agile-team-motivation-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4023</span> Academic Motivation Maintenance for Students While Solving Mathematical Problems in the Middle School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The level and type of student academic motivation are the key factors in their development and determine the effectiveness of their education. Improving motivation is very important with regard to courses on middle school mathematics. This article examines the general position regarding the practice of academic motivation. It also examines the particular features of mathematical problem solving in a school setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategy" title="teaching strategy">teaching strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/36127/academic-motivation-maintenance-for-students-while-solving-mathematical-problems-in-the-middle-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4022</span> Before Decision: Career Motivation of Teacher Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P%C3%A1l%20Iv%C3%A1n%20Szontagh">Pál Iván Szontagh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We suppose that today, the motivation for the career of a pedagogue (including its existential, organizational and infrastructural conditions) is different from the level of commitment to the profession of an educator (which can be experienced informally, or outside of the public education system). In our research, we made efforts to address the widest possible range of student elementary teachers, and to interpret their responses using different filters. In the first phase of our study, we analyzed first-year kindergarten teacher students’ career motivation and commitment to the profession, and in the second phase, that of final-year kindergarten teacher candidates. In the third phase, we conducted surveys to explore students’ motivation for the profession and the career path of a pedagogue in four countries of the Carpathian Basin (Hungary, Slovakia, Romania and Serbia). The surveys were conducted in 17 campuses of 11 Hungarian teacher’s training colleges and universities. Finally, we extended the survey to practicing graduates preparing for their on-the-job rating examination. Based on our results, in all breakdowns, regardless of age group, training institute or - in part - geographical location and nationality, it is proven that lack of social- and financial esteem of the profession poses serious risks for recruitment and retention of teachers. As a summary, we searched for significant differences between the professional- and career motivations of the three respondent groups (kindergarten teacher students, elementary teacher students and practicing teachers), i.e. the motivation factors that change the most with education and/or with the time spent on the job. Based on our results, in all breakdowns, regardless of age group, training institute or - in part - geographical location and nationality, it is proven that lack of social- and financial esteem of the profession poses serious risks for recruitment and retention of teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20motivation" title="career motivation">career motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20socialization" title=" career socialization"> career socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20motivation" title=" professional motivation"> professional motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/152883/before-decision-career-motivation-of-teacher-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4021</span> Role of Emotional Support and Work Motivation for Quality of Work Life on Balinese Working Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komang%20Rahayu%20Indrawati">Komang Rahayu Indrawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Ni%20Wayan%20Sinthia%20Widiastuti"> Ni Wayan Sinthia Widiastuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratna%20Dewi%20Santosa"> Ratna Dewi Santosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today the career of Balinese working women has been highly developed where able to work with loyalty and high professionalism. Career for a woman is one conscious choice and a call of conscience, which provides financial support for her family. Career for women can develop their own potencies, intellectually, and socially, so women feel that their role is meaningful and beneficial for herself and others. Emotional support becomes important to understand certainly for women who have multirole like Balinese working women to meet the demands of their role and also enhancing their work motivation and the quality of work life. This research used quantitative research method with questionnaires dissemination to 120 respondents and analyzed using Multiple Regression Analysis. The purpose of this study was to see the role of emotional support for work motivation and quality of work life in working Balinese women. The results of this study showed that emotional support and work motivation give a significant role in the quality of work life on Balinese working women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Balinese%20working%20women" title="Balinese working women">Balinese working women</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20work%20life" title=" quality of work life"> quality of work life</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20motivation" title=" work motivation"> work motivation</a> </p> <a href="https://publications.waset.org/abstracts/85381/role-of-emotional-support-and-work-motivation-for-quality-of-work-life-on-balinese-working-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85381.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4020</span> English Language Teachers' Personal Motivation Influences Their Professional Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gulderen%20Saglam">Gulderen Saglam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the elements of personal motivation which influence professional motivation of in-service English language teachers in Bursa in Turkey. Fifty English language teachers participated in a seminar held on ‘teachers’ motivation’ for the length of six hours in two days, which were organized by the local Ministry of Education. During the seminar, teachers firstly aimed to share cornerstones of their professional motivation. Later, those teachers stated the significance of their personal motivation. Two months’ later, those teachers were given the questionnaire including both closed and open-ended questions involving those two types of motivational acts of teachers. Questionnaire items were tested by Crombah’s Alfa Reliability Statistics. Responses to the questionnaire were analyzed by factor analysis and test of normality. The results were also tested by non-parametric and parametric tests. As a result, it was found that language teachers who were personally motivated reported higher professional motivation of theirs in teaching profession in-service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=influencing%20factor" title="influencing factor">influencing factor</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service-teachers" title=" in-service-teachers"> in-service-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20motivation" title=" personal motivation"> personal motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20motivation" title=" professional motivation"> professional motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service-teachers" title=" in-service-teachers"> in-service-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=influencing%20factor" title=" influencing factor"> influencing factor</a> </p> <a href="https://publications.waset.org/abstracts/40385/english-language-teachers-personal-motivation-influences-their-professional-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4019</span> Financial Literacy in Greek High-School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasiliki%20A.%20Tzora">Vasiliki A. Tzora</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolaos%20D.%20Philippas"> Nikolaos D. Philippas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper measures the financial literacy of youth in Greece derived from the examined aspects of financial knowledge, behaviours, and attitudes that high school students performed. The findings reveal that less than half of participant high school students have an acceptable level of financial literacy. Also, students who are in the top of their class cohort exhibit higher levels of financial literacy. We also find that the father’s education level has a significant effect on financial literacy. Students who keep records of their income and expenses are likely to show better levels of financial literacy than students who do not. Students’ perception/estimation of their parents’ income changes is also related to their levels of financial literacy. We conclude that financial education initiatives should be embedded in schools in order to embrace the young generation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20knowledge" title=" financial knowledge"> financial knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20behaviour" title=" financial behaviour"> financial behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20attitude" title=" financial attitude"> financial attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20wellbeing" title=" financial wellbeing"> financial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=15-year-old%20students" title=" 15-year-old students"> 15-year-old students</a> </p> <a href="https://publications.waset.org/abstracts/150518/financial-literacy-in-greek-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4018</span> Financial Literacy of Students of Finance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbora%20Chmel%C3%ADkov%C3%A1">Barbora Chmelíková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Financial literacy is a widely discussed topic on the national and international level by governments, organizations and academia. For this reason this study analyses financial knowledge, financial behavior and financial attitudes of students of finance. The aim of the paper is to determine whether the financial literacy of university students studying finance differs from the level of financial literacy in selected OECD countries. The research was conducted at Masaryk University in the Czech Republic. The empirical study comprises questions related to several aspects of financial literacy, as well as socio-demographic data enabling more thorough analysis. The results indicate that improvement in financial literacy of university students is still required, even though their major is finance related. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20behavior" title=" financial behavior"> financial behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20finance%20management" title=" personal finance management"> personal finance management</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/37708/financial-literacy-of-students-of-finance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4017</span> Bring Your Own Device Security Model in a Financial Institution of South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Nthabiseng%20Moeti">Michael Nthabiseng Moeti</a>, <a href="https://publications.waset.org/abstracts/search?q=Makhulu%20Relebogile%20Langa"> Makhulu Relebogile Langa</a>, <a href="https://publications.waset.org/abstracts/search?q=Joey%20Jansen%20van%20Vuuren"> Joey Jansen van Vuuren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the utilization of personal electronic devices like laptops, tablets, and smartphones for professional duties within a financial organization. This phenomenon is known as bring your own device (BYOD). BYOD accords employees the freedom to use their personal devices to access corporate resources from anywhere in the world with Internet access. BYOD arrangements introduce significant security risks for both organizations and users. These setups change the threat landscape for enterprises and demand unique security strategies, as conventional tools tailored for safeguarding managed devices fall short in adequately protecting enterprise assets without active user cooperation. This paper applies protection motivation theory (PMT) to highlight behavioral risks from BYOD users that may impact the security of financial institutions. Thematic analysis was applied to gain a comprehensive understanding of how users perceive this phenomenon. These findings demonstrates that the existence of a security policy does not ensure that all employees will take measures to protect their personal devices. Active promotion of BYOD security policies is crucial for financial institution employees and management. This paper developed a BYOD security model which is useful for understanding compliant behaviors. Given that BYOD security is becoming a major concern across financial sector, it is important. The paper recommends that future research could expand the number of universities from which data is collected. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BYOD" title="BYOD">BYOD</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20security" title=" information security"> information security</a>, <a href="https://publications.waset.org/abstracts/search?q=protection%20motivation%20theory" title=" protection motivation theory"> protection motivation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20risks" title=" security risks"> security risks</a>, <a href="https://publications.waset.org/abstracts/search?q=thematic%20analysis" title=" thematic analysis"> thematic analysis</a> </p> <a href="https://publications.waset.org/abstracts/188326/bring-your-own-device-security-model-in-a-financial-institution-of-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4016</span> Financial Products Held by University Students: An Empirical Study from the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbora%20Chmelikova">Barbora Chmelikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current financial markets offer a wide range of financial products to the consumers. However, access to the financial products is not always provided or guaranteed, particularly in less developed countries. For this reason, financial inclusion is an important component in the modern society. This paper investigates financial inclusion and what financial products are held by university students majoring in finance fields. The OECD methodology was used to examine the awareness and use of financial products. The study was conducted via online questionnaire at Masaryk University in the Czech Republic among finance students. The results show that the students use current and savings accounts more than any other financial products. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title="financial inclusion">financial inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20products" title=" financial products"> financial products</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20finance" title=" personal finance"> personal finance</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/58766/financial-products-held-by-university-students-an-empirical-study-from-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4015</span> Analysis of School Burnout and Academic Motivation through Structural Equation Modeling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Se%C3%A7er">Ismail Seçer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to analyze the relationship between school burnout and academic motivation in high school students. The working group of the study consists of 455 students from the high schools in Erzurum city center, selected with appropriate sampling method. School Burnout Scale and Academic Motivation Scale were used in the study to collect data. Correlation analysis and structural equation modeling were used in the analysis of the data collected through the study. As a result of the study, it was determined that there are significant and negative relations between school burnout and academic motivation, and the school burnout has direct and indirect significant effects on the getting over himself, using knowledge and exploration dimension through the latent variable of academic motivation. Lastly, it was determined that school burnout is a significant predictor of academic motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20burnout" title="school burnout">school burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modeling" title=" structural equation modeling"> structural equation modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/53720/analysis-of-school-burnout-and-academic-motivation-through-structural-equation-modeling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4014</span> The Impact of Using Authentic Materials on Students' Motivation in Learning Indonesian Language as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratna%20Elizabeth">Ratna Elizabeth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is a very important factor since it contributes a lot to the students’ success in learning a language. Using authentic materials is believed as a mean of increasing the motivation. The materials define as authentic if they are not specifically written for the purpose of language teaching. They are genuine spoken or written language data which are drawn from many different sources. The intention of this study is to investigate the impact of using of authentic materials on students’ motivation. A single case study is conducted to the grade 9 students who learn Indonesian Language as a Foreign Language (ILFL) at an international school in Jakarta, Indonesia. Questionnaires are also distributed to the students to know their perceptions on the using of authentic materials. The results show that the using of authentic materials has increased the students’ motivation in learning the language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20materials" title="authentic materials">authentic materials</a>, <a href="https://publications.waset.org/abstracts/search?q=ILFL" title=" ILFL"> ILFL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/56953/the-impact-of-using-authentic-materials-on-students-motivation-in-learning-indonesian-language-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4013</span> Assessing Factors That Constitute Talent in the Islamic Financial Institutions among Bank Officers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zairani%20Zainol">Zairani Zainol</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulkiflee%20Daud"> Zulkiflee Daud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study employed 86 respondents representing bank officers of Bank XYX (one of the full-fledged Islamic banks in Malaysia) in the northern region of Malaysia to assess the factors that constitute talent in the Islamic financial industries. To test the discriminant factors for talent among bank officers, a factor analysis was performed. The KMO, Bartlett and MSA tests were executed as the prerequisite before performing the factor analysis. The discriminant factors for talent were extracted via eigenvalues and rotated component matrixes. The results show that five factors, namely (1) self-motivation, (2) leadership, (3) teamwork, (4) interpersonal skills, and (5) creativity/innovation constitute talent in the Islamic financial industries. It is hoped that this study could offer guidelines to education providers, specifically those that conduct the Islamic finance and banking program, as to the areas of emphasis for students before graduating. For the Islamic financial institutions, this study is also vital since they could tackle the areas that need to be improved in managing their talents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=talent" title="talent">talent</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20financial%20industries" title=" Islamic financial industries"> Islamic financial industries</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20development" title=" talent development"> talent development</a>, <a href="https://publications.waset.org/abstracts/search?q=bank%E2%80%99s%20officers" title=" bank’s officers"> bank’s officers</a> </p> <a href="https://publications.waset.org/abstracts/33701/assessing-factors-that-constitute-talent-in-the-islamic-financial-institutions-among-bank-officers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33701.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4012</span> The Relation of Motivation and Reward with Volunteer Satisfaction: Empirical Evidence from Omani Non-Profit Organization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Al%20Shamli">Ali Al Shamli</a>, <a href="https://publications.waset.org/abstracts/search?q=Talal%20AlMamari"> Talal AlMamari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The relationship between motivation and satisfaction is posited to be mediated by reward. In this study, the motivation construct was measured by a motivation scale. The scale when factor analysed generated five factors. These factors were referred as; 1) leisure motivation, 2) egoistic motivation, 3) external motivation, 4) purposive, and 5) material motivation. The reward construct was measured by using a five-item scale whereas the satisfaction construct was measured by using a 13-item scale. The scale when factor analysed produced three factors which are referred as; 1) satisfaction A, 2) satisfaction B, and 3) satisfaction C. Objective: The main purpose of the present paper was to find out the relation of motivation and reward with volunteer satisfaction at national sports organizations (NPSOs) in Oman. Methods: This current study adopts a cross-sectional design as the data collection is done only once whereas the mode of administration was postal questionnaire where each questionnaire was posted, completed, and returned using the self-addressed envelope after its completion. The population of the study consisted of (160) boards and directors members of NPSOs (Non-Profit Sports Organization Services) in Oman from all 43 sports club. Results: The findings provided new empirical evidence that supported the argument of the relationship between motivation and satisfaction is indeed, mediated by reward. However, this study differs in that the relationship was tested based on the first-order constructs which were derived from the underlying dimensions of both motivation and satisfaction constructs. It was established that the relationships between motivation B and motivation C with satisfaction A are mediated by reward. Conclusion: In light of study findings, there is a direct relationship between developmental motivation and experiential satisfaction, a direct relationship between social motivation and relational satisfaction, as well as personal motivation and relational satisfaction, is mediated by reward. Therefore, Omani volunteers are less reliant on the reward as evidenced by the direct relationship between motivation A and satisfaction and between motivation C and satisfaction A. More tests in different settings will provide more understanding on volunteer motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-profit%20sports%20organization" title="non-profit sports organization">non-profit sports organization</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20and%20reward" title=" sport and reward"> sport and reward</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteers%20in%20sport" title=" volunteers in sport"> volunteers in sport</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20in%20sport" title=" satisfaction in sport"> satisfaction in sport</a> </p> <a href="https://publications.waset.org/abstracts/23122/the-relation-of-motivation-and-reward-with-volunteer-satisfaction-empirical-evidence-from-omani-non-profit-organization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4011</span> The Impact of Motivation on English Language Learning: A Study of HSC Students of Jatir Janak Bangabandhu Sheikh Mujibur Rahman Government College, Dhaka, Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farina%20Yasmin">Farina Yasmin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is an important issue in an EFL setting where very little exposure to English in everyday life is clearly evident. In Bangladesh, English is taught as a foreign language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on foreign language learning. The main purpose of this research is to explore the fact why HSC students are less motivated towards English language learning, what factors are affecting motivation, how to motivate them and the role of motivation in their success. The research questions were (a) what are the reasons of lack of motivation? and (b) what are the impacts of motivation on English language learning? The study was both qualitative and quantitative in nature. The data was collected via pretest - posttest, interviews, and a questionnaire on the five point Likert scale. Triangulation of the data was made for the validity of the research. The population of this research consisted of 50 HSC level students from Jatir Janak Bangabandhu Sheikh Mujibur Rahman Government College, Dhaka, Bangladesh. The data was analyzed with means, comparison and t-test. The results showed that there is a strong relation between motivation and success in foreign language learning. Finally, some pedagogical implications and suggestions were presented to arouse the students’ motivation to learn English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=HSC" title=" HSC"> HSC</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=success" title=" success"> success</a> </p> <a href="https://publications.waset.org/abstracts/56594/the-impact-of-motivation-on-english-language-learning-a-study-of-hsc-students-of-jatir-janak-bangabandhu-sheikh-mujibur-rahman-government-college-dhaka-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56594.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4010</span> Audit Committee Financial Expertise and Financial Reporting Timeliness in Emerging Market: The Role of Audit Committee Chair</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Rabea%20Baatwah">Saeed Rabea Baatwah</a>, <a href="https://publications.waset.org/abstracts/search?q=Zalailah%20Salleh"> Zalailah Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Norsiah%20Ahmad"> Norsiah Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines whether audit committee chair with financial expertise enhances the audit committee role in financial reporting quality in emerging market. We investigate this influence by employing the direct effect and moderating effect of audit committee chair with financial expertise on financial reporting timeliness. By using Omani data and the panel data method for two proxies for financial reporting timeliness, we find that audit committee chair with financial expertise enhances the timeliness of financial reporting through making the disclosure of annual reports timely. Further, we report evidence showing that both accounting and non-accounting financial expertise on the audit committee have a positive and significant influence on the timeliness of financial reporting. We also document that the association between financial expertise and the timeliness of financial reporting is more pronounced when the chair of the audit committee has financial expertise. This study is among the first to comprehensively prove that audit committee chair with financial expertise contributes to the quality of financial reporting in emerging market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audit%20committee" title="audit committee">audit committee</a>, <a href="https://publications.waset.org/abstracts/search?q=chair%20with%20financial%20expertise" title=" chair with financial expertise"> chair with financial expertise</a>, <a href="https://publications.waset.org/abstracts/search?q=timeliness%20of%20financial%20reporting" title=" timeliness of financial reporting"> timeliness of financial reporting</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/46684/audit-committee-financial-expertise-and-financial-reporting-timeliness-in-emerging-market-the-role-of-audit-committee-chair" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46684.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4009</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to translate and validate the Career Motivation Scale among Chinese university and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20motivation%20scale" title="career motivation scale">career motivation scale</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20University" title=" Chinese University"> Chinese University</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20college%20teachers" title=" vocational college teachers"> vocational college teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a> </p> <a href="https://publications.waset.org/abstracts/150635/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4008</span> Quantitative Assessment of the Motivating Impact of Divine Leadership on Followers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parviz%20Abadi">Parviz Abadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is evidence that leadership has been the subject of research since the 18th Century, with Thomas Carlyle’s proposal of the Great Man theory. Since that time there has been ample research on various theories and styles of leadership while the definition of leadership is still undergoing development. In this context, ‘Divine Leadership’ has been defined. Another aspect of organizational success has been deemed to be follower motivation. Consequently, the research's objective was to assess this leadership's impact by evaluating the relationship with follower motivation. This entailed proposing a theoretical model to depict several hypotheses. Subsequently, the research performed a quantitative study of the relationship of Divine Leadership with Follower Motivation. The findings yielded a conclusion indicating a high reliability of 95% for the data collected through the field survey. Moreover, Divine Leadership exhibited a statistically significant positive association with Follower Motivation. Furthermore, it was illustrated that Religiosity moderates the relationship between Divine Leadership and Motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=religiosity" title=" religiosity"> religiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=followers" title=" followers"> followers</a> </p> <a href="https://publications.waset.org/abstracts/187945/quantitative-assessment-of-the-motivating-impact-of-divine-leadership-on-followers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4007</span> A Study of Financial Literacy among Undergraduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prasansha%20Kumari">Prasansha Kumari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Financial Literacy is the possession of knowledge and understanding of financial matters. Financial Literacy often entails the knowledge of properly making decisions pertaining to certain personal financial areas like real estate, insurance investing, and savings. This paper intends to identify and analyze the financial knowledge among university undergraduates by using 200 undergraduates in four faculties of University of Kelaniya, Sri Lanka. Collected data will be analyzed by descriptive research method using SPSS package. Expected outcomes are considerable percentage of undergraduates have basic knowledge on financial matters while it has a law percentage for advanced financial literacy among undergraduates. Students from faculty of Commerce and Management and Science have good understanding about financial matters than undergraduates in other two faculties <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20finance" title="advanced finance">advanced finance</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduates" title=" undergraduates"> undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title=" financial literacy"> financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=savings" title=" savings"> savings</a> </p> <a href="https://publications.waset.org/abstracts/51384/a-study-of-financial-literacy-among-undergraduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4006</span> The Motivation System Development: Case-Study of the Trade Metal Company in Russian Federation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20V.%20Lysenko">Elena V. Lysenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivating as the leading function of a modern Human Resources Management involves issues of increasing the effectiveness of the organization in a broader context. During the formation of motivational systems, the top-management of organization should pay equal attention to both external motivation (incentive system) and internal (self-motivation). The balance of internal and external motivation harmonizes the relations between employers and employees, increases the level of job satisfaction by the organization staff, which in turn leads the organization to success and ensures the organization`s profitability and competitiveness in the market environment. The article is devoted to the study of personnel motivation system in the small metal trade company, which is located in Yekaterinburg, Russian Federation. The study took place during November-December, 2016 ordered by the Company Director to analyze the motivational potential of work (managerial aspect of motivation) and motivation of personnel (personnel aspect of motivation) with the purpose to construct a system of employees’ motivation. The research tools included 6 specially selected tests of motivation, which are: “Motivation profile of your job”, “Constructive motivational attitudes”, Tests about Motivation of achievements (1st variant: Test by А.Mehrabian by the theory of D.С.McClelland and 2nd variant: Test about leading needs according with the theory of D.С.MacClelland), Tests by T.Elers (1st variant: “Determination of the motivation towards success or to avoid failure” and 2nd variant: “Trends to achieve results or to avoid failure”). The results of the study showed only one, but fundamental problem of the whole organization: high level of both motivational potential in work and self-motivation, especially in terms of achievement motivation, but serious lack of productivity. According the results which study showed this problem is derived from insufficient staff competence. The research suggests basic guidelines in order to build the new personnel motivation system for this Company, which is planned to be developed in the nearest future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=incentive%20system" title="incentive system">incentive system</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20of%20achievements" title=" motivation of achievements"> motivation of achievements</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20system" title=" motivation system"> motivation system</a>, <a href="https://publications.waset.org/abstracts/search?q=self-motivation" title=" self-motivation"> self-motivation</a> </p> <a href="https://publications.waset.org/abstracts/67465/the-motivation-system-development-case-study-of-the-trade-metal-company-in-russian-federation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4005</span> Student Learning and Motivation in an Interculturally Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20H.%20Westover">Jonathan H. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacque%20P.%20Westover"> Jacque P. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20S.%20Andrade"> Maureen S. Andrade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though learning theories vary in complexity and usefulness, a thorough understanding of foundational learning theories is a necessity in today’s educational environment. Additionally, learning theories lead to approaches in instruction that can affect student motivation and learning. The combination of a learning theory and elements to enhance student motivation can create a learning context where the student can thrive in their educational pursuits. This paper will provide an overview of three main learning theories: (1) Behavioral Theory, (2) Cognitive Theory, and (3) Constructivist Theory and explore their connection to elements of student learning motivation. Finally, we apply these learning theories and elements of student motivation to the following two context: (1) The FastStart Program at the Community College of Denver, and (2) An Online Academic English Language Course. We discussed potential of the program and course to have success in increasing student success outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title="learning theory">learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20education" title=" developmental education"> developmental education</a> </p> <a href="https://publications.waset.org/abstracts/145152/student-learning-and-motivation-in-an-interculturally-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145152.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4004</span> The Formation of Motivational Sphere for Learning Activity under Conditions of Change of One of Its Leading Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Dedovets"> Z. Dedovets </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article discusses ways to implement a differentiated approach to developing academic motivation for mathematical studies which relies on defining the primary structural characteristics of motivation. The following characteristics are considered: features of realization of cognitive activity, meaning-making characteristics, level of generalization and consistency of knowledge acquired by personal experience. The assessment of the present level of individual student understanding of each component of academic motivation is the basis for defining the relevant educational strategy for its further development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20activity" title="learning activity">learning activity</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/24907/the-formation-of-motivational-sphere-for-learning-activity-under-conditions-of-change-of-one-of-its-leading-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4003</span> Less Calculations and More Stories: Improving Financial Education for Young Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20de%20Zwaan">Laura de Zwaan</a>, <a href="https://publications.waset.org/abstracts/search?q=Tracey%20West"> Tracey West</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a sustained observable gender gap in financial literacy, with females consistently having lower levels than males. This research explores the knowledge and experiences of high school students in Australia aged 14 to 18 in order to understand how this gap can be improved. Using a predominantly qualitative approach, we find evidence to support impacts on financial literacy from financial socialization and socio-economic environment. We also find evidence that current teaching and assessment approaches to financial literacy may disadvantage female students. We conclude by offering recommendations to improve the way financial literacy education is delivered within the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20socialization" title=" financial socialization"> financial socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=maths" title=" maths"> maths</a> </p> <a href="https://publications.waset.org/abstracts/150622/less-calculations-and-more-stories-improving-financial-education-for-young-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4002</span> The Impact of Global Financial Crises and Corporate Financial Crisis (Bankruptcy Risk) on Corporate Tax Evasion: Evidence from Emerging Markets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Sajjad%20Habibi">Seyed Sajjad Habibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to investigate the impact of global financial crises and corporate financial crisis on tax evasion of companies listed on the Tehran Stock Exchange. For this purpose, panel data in the periods of financial crisis period (2007 to 2012) and without a financial crisis (2004, 2005, 2006, 2013, 2014, and 2015) was analyzed using multivariate linear regression. The results indicate a significant relationship between the corporate financial crisis (bankruptcy risk) and tax evasion in the global financial crisis period. The results also showed a significant relationship between the corporate bankruptcy risk and tax evasion in the period with no global financial crisis. A significant difference was found between the bankruptcy risk and tax evasion in the period of the global financial crisis and that with no financial crisis so that tax evasion increased in the financial crisis period. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20financial%20crisis" title="global financial crisis">global financial crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20financial%20crisis" title=" corporate financial crisis"> corporate financial crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=bankruptcy%20risk" title=" bankruptcy risk"> bankruptcy risk</a>, <a href="https://publications.waset.org/abstracts/search?q=tax%20evasion%20risk" title=" tax evasion risk"> tax evasion risk</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20markets" title=" emerging markets"> emerging markets</a> </p> <a href="https://publications.waset.org/abstracts/85211/the-impact-of-global-financial-crises-and-corporate-financial-crisis-bankruptcy-risk-on-corporate-tax-evasion-evidence-from-emerging-markets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85211.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=134">134</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=135">135</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=financial%20motivation&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>