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This paper aims to examine the effects of subjective and financial literacy, big five personality traits and emotions (fear, anger, hope and sadness) on risk aversion, risky investment intention and investment choices were investigated. Interactions of these three variables (risk aversion, risky investment intention and investment choices) were also examined.

For this purpose, in January-February 2019, collected data on 446 subjects from Turkey using the internet (341) and face-to-face (105) survey instruments. The authors exploited IBM SPSS Statistics for analysis. ANOVA, t-test and discriminant analysis were performed.

As a result of the analyzes, two personality traits (neuroticism and openness) and two emotions (fear and sadness) were determined as predictors of risk aversion. For risky investment intention, risk aversion, two personality traits (neuroticism and openness) and one of the same and other one different two emotions (fear and anger) were found.

Investment choices can be estimated by objective financial literature, risk aversion and risky investment intention. In addition, individuals’ risk averse or risk taking characteristics differ according to their level of sadness with agreeableness, conscientiousness and neuroticism personality traits. Similarly, have a risky investment intention or have not risky investment intention also differs according to sadness emotions with conscientiousness and openness. Finally, the choice of stocks or bank deposits varies according to subjective financial literacy and extraversion personality trait.

This research aims to reveal the working principles of the decision mechanism that affects the use of neural implant acceptance and to discuss the leading role of digital literacy in this mechanism. In addition, it aimed to examine the theoretical connections of the research model with the conservation of resources (COR) and technology acceptance model (TAM) theories in the discussion.

The authors collected data from 300 individuals in an organization operating in the health sector and analyzed the data in the Smart Partial Least Squares (PLS) 3.3.3. This way, the authors determined the relationships between the variables, the path coefficients and the significance levels.

The study has found that strong digital literacy skills are linked to positive emotions and attitudes. Additionally, maintaining a positive mindset can improve one's understanding of ethics. Ethical attitudes and positive emotions can also increase the likelihood of adopting neural implants. Therefore, it is crucial to consider both technical and ethical concerns and emotions when deciding whether to use neural implants.

The research results determined the links between the cognitive, emotional and ethical factors in the cyborgization process of the employees and gave original insights to the managers and employees.

1. Determination of antecedents that affect individuals' acceptance of neural implant use.

2. Application to 300 individuals working in a health organization.

3. Path analysis using the least squares method via Smart PLS 3.3.3

4. Significant path coefficients among digital literacy, positive emotions, attitude, ethical understanding and acceptance of neural implant use.

Determination of antecedents that affect individuals' acceptance of neural implant use.

Application to 300 individuals working in a health organization.

Path analysis using the least squares method via Smart PLS 3.3.3

Significant path coefficients among digital literacy, positive emotions, attitude, ethical understanding and acceptance of neural implant use.

The study was designed to examine the predictors of information literacy self-efficacy skills (IL skills) of medical students.

The study was quantitative in nature and was carried out by using survey research method. Wong and Law Emotional Intelligence Scale (WLEIS) and Information Literacy Self-Efficacy Scale for medical students (ILSES-M) were used to collect the data. Data was collected randomly from 223 out of 526 undergraduate medical students on proportionally random basis according to the number of students available in each year. PLS-SEM analysis was run with the help of SmartPLS 3.2.

The findings of the study revealed that three subconstructs for emotional intelligence (EI), that is, self-emotions appraisal, others-emotion appraisal, use of emotions, had a statistically significant positive impact (p < 0.05) on information literacy (IL) self-efficacy of the medical students. The findings further confirm that English language proficiency and frequency of attended IL instruction sessions also have a significant positive impact on IL self-efficacy of medical students.

The exploration of EI in relation to IL is comparatively a novel area. The study observed the influence of EI level on IL self-efficacy of medical students. The study will be a significant contribution to the IL literature. The results may help the information professionals/librarians, particularly those who are engaged in teaching and designing IL programs.

The purpose of this paper is to develop a model for studying the propensity towards indebtedness in Malaysia using behavioural factors.

A self-administered questionnaire was distributed among Malaysians who work in Klang Valley, Kuala Lumpur. The questionnaire contained several demographic variables and four behavioural factors: financial literacy, risk perception, materialism and emotions. A total of 201 completed questionnaires were received and the data were tested using structural equation modelling with partial least squares.

This study found that emotion and materialism are statistically significant for a propensity towards indebtedness, while financial literacy and risk perceptions are insignificant for a propensity towards indebtedness.

The results of this study would be useful in helping design better models for credit offerings and addressing credit problems in the long run.

The primary purpose of this paper is to determine the role of behavioral characteristics of young adults on housing and real estate loan default intentions. The behavioral factors considered in this study are financial literacy, materialism, emotions, indebtedness and risk perception.

The sample frame comprises of young clients who have taken house loans and work in India’s metropolitan cities. These cities provide a higher quality of life, more employment possibilities and cheaper living costs. A systematic questionnaire was used, which was divided into six components. A total of 352 valid responses were collected and analyzed through a structural equation model.

The findings suggest that financial literacy, materialism and risk perception have a considerable impact on loan default intention among young adults. The results also ascertained that emotion and indebtedness do not have a considerable impact on loan default intention among young adults.

The scope of this study is limited to India’s metropolitan cities. Future studies can examine comparative examinations of young adults working in the public and private sectors and those working in different cities across India.

This paper contributes to a better understanding of behavioral variables which may lead to the creation of preventive measures for young defaulters. The findings of this study will help financial institutions to improve their credit-offering models.

To the best of the authors’ knowledge, this study is the first to determine the role of behavioral attributes of young adults on housing and real estate loan default intentions in India. This work will be executable to all the stakeholders of the housing and real estate industry altogether.

This study aims to examine the roles of individual factors on risky investment intention as an indicator of risky financial behavior.

The data were collected from a survey instrument and composed of 496 individuals’ responses. The authors exploited structural equation modelling and multigroup structural equation modelling for direct and indirect effects, respectively.

Results indicate that emotional intelligence and locus of control have a positive impact on financial risk-taking, while risk aversion in general has the negative one. Although financial literacy does not have a direct effect on risky financial behavior, it has important role as a moderator variable, interacting with external locus of control.

The authors expect this study to contribute into behavioral finance literature in two ways. First, they investigate joint and relative effects of four major factors (i.e. emotional intelligence, locus of control, risk aversion in general and financial literacy) identified in the literature on financial risk-taking of individual investors. Each belongs to a different venue in an individual’s psyche and therefore is expected to influence financial risk-taking through different mechanisms. However, the research arguing their roles on the financial risky behavior directly is very limited. Investigating their individual effects is likely to provide unique insights into our understanding of risky financial behavior. Second, the authors also posit and manifest that the effects of the first three of the aforementioned factors on risk-taking intentions are moderated by financial literacy. This finding is likely to provide rather valuable insights pertaining to the emergence of risk-taking behaviors and may shed light on the root reasons behind equivocal findings in previous research regarding the effect of each factor.

The purpose of this paper is to explore how three young women of color responded with “outlaw emotions” to the novel Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz in a literature discussion group. This paper considers how readers respond with outlaw emotions and how responses showed emotions as sites of control and resistance. The aim of this paper is to help English language arts (ELA) teachers construct culturally sustaining literature classrooms through an encouragement of outlaw emotions.

To examine how youth responded with emotion to Aristotle and Dante, the author used humanizing and ethnographic research methodologies and conducted a thematic analysis of meeting transcripts, journal entries from youth and researcher memos.

Analyses indicated that youth responded with outlaw emotions to Aristotle and Dante, and these responses showed how youth have both resisted and been controlled by structures of power. Youth responses of supposed “positive” or “negative” emotion were sites of control and resistance, particularly within their educational experiences. Youth engaged as a peer group to encourage and validate outlaw emotions and indirectly critiqued emotion as control.

Although many scholars have demonstrated the positive effects of out-of-school book clubs, there is scant research regarding how youth respond to culturally diverse literature with emotion, both outlaw and otherwise. Analyzing our own and characters’ outlaw emotions may help ELA educators and students deconstruct dominant ideologies about power, language and identity. This study, which demonstrates how youth responded with outlaw emotions and gave evidence of emotions as control and resistance, shows how ELA classrooms might encourage outlaw emotions as literary response. These findings suggest that ELA classrooms attempting culturally sustaining pedagogies might center youth emotion in responding to literature to critique power structures across the self, schools and society.

Information literacy has been consistently undertheorised. The purpose of this paper is to contribute in the ongoing theorisation of information literacy by exploring the meaning and implications of the emergent grounded theory of mitigating risk for information literacy research and practice.

The grounded theory was produced through a qualitative study that was framed by practice theory and the theoretical constructs of cognitive authority and affordance, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information literacy practices of language-learners overseas.

This paper provides a theoretically rich exploration of language-learner information literacy practices while further identifying the importance of time, affect and information creation within information literacy research and practice as well as the need for the continued theorisation of information literacy concepts.

The paper’s constructivist grounded theorisation of information literacy remains localised and contextualised rather than generalisable.

The paper raises questions and points of reflection that may be used to inform the continued development of information literacy instruction and teaching practices.

This paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy as well as forming a basis for ongoing theoretical development in the field.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper argues that because leadership is a relational practice and leaders are gendered and racialised, in socially diverse schools and societies, leader preparation around difference is potentially emotionally confronting to leaders' professional and personal identities.

The paper draws on critical race and feminist theoretical perspectives to undertake a review and analysis of current approaches to professional development.

The paper concludes that because there is significant agreement now that leadership is considered to be emotional management work, then leadership learning, if it seeks to change practice, is also emotionally laden. The paper concludes that to develop more reflexive leaders, professional learning should begin with scrutiny of the self as gendered and racialised to consider what that means for “the Other” in terms of leadership in culturally diverse communities and schools.

The paper is context specific, largely drawing on Australian data with reference to indigeneity. This is consistent with its theoretical position that leadership is relational and situated.

The paper identifies possible strategies that could be undertaken in professional learning forums that address issues of difference.

While there are significant issues around professional learning to develop pedagogical practices that address student diversity, there is less theorising around leadership diversity and what that might mean in terms of professional development of leaders.