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Purpose: The study elaborates the contextual conditions of the academic workplace in which gender, age, and nationality considerably influence the likelihood of self-categorization as being affected by workplace bullying. Furthermore, the intersectionality of these sociodemographic characteristics is examined.

Basic Design: The hypotheses underlying the study were mainly derived from the social role, social identity, and cultural distance theory, as well as from role congruity and relative deprivation theory. A survey data set of a large German research organization, the Max Planck Society, was used. A total of 3,272 cases of researchers and 2,995 cases of non-scientific employees were included in the analyses performed. For both groups of employees, binary logistic regression equations were constructed. the outcome of each equation is the estimated percentage of individuals who reported themselves as having experienced bullying at work occasionally or more frequently in the 12 months prior to the survey. The predictors are the demographic and organization-specific characteristics (hierarchical position, scientific field, administrative unit) of the respondents and selected interaction terms. Using regression equations, hypothetically relevant conditional marginal means and differences in regression parameters were calculated and compared by means of t-tests.

Results: In particular, the gender-related hypotheses of the study could be completely or conditionally verified. Accordingly, female scientific and non-scientific employees showed a higher bullying vulnerability in (almost) all contexts of the academic workplace. An increased bullying vulnerability was also found for foreign researchers. However, the patterns found here contradicted those that were hypothesized. Concerning the effect of age analyzed for non-scientific personnel, especially the age group 45–59 years showed a higher bullying probability, with the gender gap in bullying vulnerability being greatest for the youngest and oldest age groups in the sample.

Interpre4tation and Relevance: The results of the study especially support the social identity theory regarding gender. In the sample studied, women in minority positions have a higher vulnerability to bullying in their work fields, which is not the case for men. However, the influence of nationality on bullying vulnerability is more complex. The study points to the further development of cultural distance theory, whose hypotheses are only partly able to explain the results. The evidence for social role theory is primarily seen in the interaction of gender with age and hierarchical level. Accordingly, female early career researchers and young women (and women in the oldest age group) on the non-scientific staff presumably experience a masculine workplace. Thus, the results of the study contradict the role congruity theory.

The purpose is to increase knowledge of rent negotiations by investigating differences in beliefs held by property landlords and retailers on factors that they deem important in rent negotiation.

This study investigates differences in subjective beliefs held by landlords and retail trade tenants on factors that affect rent levels during the rent negotiation process using a factor analysis approach. Semi-structured interviews were made with seven large real estate owners/landlords and retailers and eight experts in negotiating retail rent to elicit variables that have an impact on retail rent. Thereafter, a web-based survey was sent to 421 respondents who had experience in rent negotiation. Several factors were extracted using factor analysis. The data collection was made in Sweden during the coronavirus disease 2019 (COVID-19) pandemic in late spring 2021

Significant differences are found in beliefs held by landlords and retail trade tenants in four out of seven-factor: regional growth, e-commerce, customer focus and trust. Landlords rate these factors higher than retailers do. There are also systematic differences between landlords and retailers depending on their education levels on the following factors: rent and vacancies, e-commerce and customer focus. The number of years of experience did not prove to be significant instead differences are found to exist in factors

Not only do traditional factors of importance, such as lease structure, the effect of location, size and anchor or non-anchor tenants, have an effect on negotiated rent levels. Differences in other factors also exist, such as regional growth, e-commerce, customer focus and trust factors that may play an important role in the negation of retail rent.

The findings provide new insights into the different views on factors that affect rent negotiations between landlords and retail tenants. Knowledge of such differences may increase the overall transparency in the negotiation process. Transparency may be increased by putting forward information on these factors before a negotiation takes place, in order to smooth differences in their beliefs.

If transparency in the negotiation process of retail rent increases, time to reach an agreement, stress and anxiety can be reduced by putting forward information on factors where differences exist between landlords and retailers

New insights on retail rent negotiation have been put forward in this research paper. Not only do traditional factors such as lease structure matters, but subjective beliefs on factors such as regional growth and the level of education are also important, as this study has shown using a factors analysis approach.

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

To cope with the severe situation of the global climate, China proposed the “30 60” dual-carbon strategic goal. Based on this background, the purpose of this paper is to investigate scientifically and reasonably the interprovincial pattern of China’s power carbon emission intensity and further explore the causes of differences on this basis.

Considering the principle of “shared but differentiated responsibilities,” this study measures the carbon emissions within the power industry from 1997 to 2019 scientifically, via the panel data of 30 provinces in China. The power carbon emission intensity is chosen as the indicator. Using the Dagum Gini coefficient to explore regional differences and their causes.

The results of this paper show that, first, China’s carbon emission intensity from the power industry overall is significantly different. From the perspective of geospatial distribution, the three regions have unbalanced characteristics. Second, according to the decomposition results of the Gini coefficient, the overall difference in power carbon emission intensity is generally expanding. The geospatial and economic development levels are examined separately. The gaps between the eastern and economically developed regions are the smallest, and the regional differences are the source of the overall disparity.

Further exploring the causes of differences on this basis is crucial for relevant departments to formulate differentiated energy conservation and emission reduction policies. This study provides direction for analyzing the green and low carbon development of China’s power industry.

As an economic indicator of green and low-carbon development, CO₂ intensity of power industry can directly reflect the dependence of economic growth on the high emission of electricity and energy. and further exploring the causes of differences on this basis is crucial for relevant departments to formulate differentiated energy conservation and emission reduction policies.

For a long time, with the rapid economic development, resulting in the unresolved contradiction between low energy efficiency and high carbon emissions. To this end, scientifically and reasonably investigating the interprovincial pattern of China’s power carbon emission intensity, and further exploring the causes of differences on this basis, is crucial for relevant departments to formulate differentiated energy conservation and emission reduction policies.

Third, considering the influence of spatial factors on the convergence of power carbon emission intensity, a variety of different spatial weight matrices are selected. Based on the β-convergence theory from both absolute and conditional perspectives, we dig deeper into the spatial convergence of electricity carbon emission intensity across the country and the three regions.

For Chinese companies that cross-list in Chinese A share and Hong Kong (H share) markets, the H share price has been consistently lower than the A share price by an average of 85% in recent years. This is puzzling because most institutional differences between the two markets have been eliminated since 2007. The purpose of this study is to explain the puzzle of the price difference of A+H companies.

Using all A and H share Chinese firms in the period 2007–2013 and a simultaneous equations approach, this study identifies three new explanations for the recent price difference.

First, utilizing a unique earning quality measure that is directly related to non-persistent components of fair value accounting under International Financial Reporting Standards (IFRS), this study finds that the lower the earnings quality, the lower the H share price relative to the A share price, and hence the greater the price difference. Second, the higher the myopic investor ownership in A share firms, the larger the A share price relative to the H share price. Third, the short-selling mechanism introduced to the A share market since 2010 helps reduce the price difference.

First, this study identifies three new explanations for the puzzle of the AH price difference which remains substantial even after the institutional and accounting standards differences between the two markets were eliminated. Second, we examine the impact of the implementation of fair value accounting under IFRS in an emerging market on the pricing difference of cross-listed shares and reveal that it can induce an unintended negative consequence on the pricing difference of cross-listed shares. Third, this study contributes to the literature on short sales by providing its mitigating role in pricing differences across two different markets. Finally, this study makes improvements in research design, which utilizes a unique measure of earnings quality that is directly related to the implementation of IFRS and a simultaneous equations approach that minimizes endogeneity concern.

The purpose of this paper is to comprehensively examine the influence of formal and informal institutional differences on enterprise investment margin, mode and result.

This paper is based on 2,440 micro samples of large-scale outbound investment from 609 Chinese enterprises from the years 2005 to 2016.

The study has found that formal institutional differences have little impact on investment scale, but significantly affect investment diversification. In order to avoid the management risks brought by formal institutional differences, enterprises tend to a full ownership structure. However, the choice between greenfield investment and cross-border mergers and acquisitions is not affected by formal institutional differences. In contrast, the impact of informal institutional differences is more extensive. Both formal and informal institutional differences significantly increase the probability of investment failure. Further research found that the Belt and Road Initiative (BRI) bridges the formal institutional differences.

The study concludes that developing the BRI, especially cultural exchanges with countries alongside the Belt and Road, will help enterprises to “go global” faster and better.

The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part one, presented in this paper, examined achievement differences between learners in a fully remote learning environment and those in a hybrid setting.

A quantitative, quasi-experimental study with factorial design was used to investigate group differences in student achievement between the different learning environments. Ex-post-facto data from standardized test scores were utilized to examine in which ways the learning environment may have affected learner progress in two distinct subject areas crucial to elementary education: English language (ELA) and math.

Findings revealed a significant difference between the two learning environments in both subject areas. While preexisting group differences, selection biases and testing inconsistencies could be effectively ruled out as potential causes for the observed differences, other factors such as developmental and environmental differences between the learning environments seemed to be influential. Therefore, the follow-on research aimed at further investigating and confirming the influence of such factors and will be presented in a Part 2 paper.

Knowledge of the observed differences in learning achievements between the different environments, as well as the factors likely causing them, may aid educators and school administrators in their decision processes when faced with difficult circumstances such as during the pandemic.

When the SARS-CoV-2 virus started to rapidly spread around the globe, educators across the world were looking for alternatives to classroom instruction. Remote learning became an essential tool. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education. Lacking this type of information, it seems that educators and administrators are facing difficult decisions when trying to align the often conflicting demands of public health, local politics and parent pressure with what may be best for student learning.

The purpose of this paper is to analyse the relation between occupational segregation and the gender wage differences using data on three-digit occupational level of classification. The authors examine whether a statistically significant relation between the share of men in employment and the size of the unexplained part of the gender wage gap exists.

Traditional Oaxaca (1973) – Blinder (1973) decomposition is performed to examine the differences in the gender wage gaps among minor occupational groups. Two types of reweighted decomposition – based on the parametric estimate of the propensity score and non-parametric proposition presented by Barsky et al. (2002) – are used as the robustness check. The analysis is based on individual data available from Poland.

The results indicate no strong relation between occupational segregation and the size of unexplained differences in wages. The unexplained wage differences are the smallest in strongly female-dominated and mixed occupations; the highest are observed in male-dominated occupations. However, they are probably to a large extent the result of other, difficult to include in the econometric model, factors rather than the effects of wage discrimination: differences in the psychophysical conditions of men and women, cultural background, tradition or habits. The failure to take them into account may result in over-interpreting the unexplained parts as gender discrimination.

The highest accuracy of the estimated gender wage gap is obtained for the occupational groups with a similar proportion of men and women in employment. In other male- or female-dominated groups, the size of the estimated gender wage gaps depends on the estimation method used.

The results suggest that decreasing the degree of segregation of men and women in different occupations could reduce the wage differences between them, as the wage discrimination in gender balanced occupations is the smallest.

To the best of the authors’ knowledge, this study is one of the few conducted at such a disaggregated level of occupations, and one of few studies focused on Central and Eastern European countries and the first one for Poland.

The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work.

The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario.

Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy.

Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community?

Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society.

School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices.

Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.

This study aims to explore the relationship between speed behavior of participants and driving styles on interchange ramps. A spiral interchange in Chongqing was selected as an experimental road to carry out field driving experiment.

The continuous operating speed during experiment was selected by Mobile Eye, and the driving style was selected via two inventories.

Different driving behaviors showed great differences in age, driving mileage and driving experience. During driving process, male pursued driving stimulation more, whereas female pursued driving steadiness more. Therefore, driving characteristics of male were more disadvantageous to driving safety than that of female. Except for the large speed difference at the entrance and exit of the ramps, the differences at other positions were small. And the operating speed of male was slightly higher than that of female. The difference between different genders at the ascending end position achieved 4–5 kph, and the difference at other feature points were mostly 1–2 kph. During driving process, risky participants were more likely to pursue driving stimulation, and the poor speed control behavior was reflected in wide range of desired operating speed. Based on the results of analyzing at feature points, melancholy and sanguine participants more tended to take a high operating speed, and the poor speed control behavior was reflected in the most widely desired speed range. The speed control behavior of mixed participants was more cautious.

Advanced driving assistance system combined with two inventories was used to explore difference of speed behavior.