The Experts below are selected from a list of 179796 Experts worldwide ranked by ideXlab platform

David Hirshleifer - One of the best experts on this subject based on the ideXlab platform.

  • presidential address Social transmission bias in Economics and finance
    Journal of Finance, 2020
    Co-Authors: David Hirshleifer
    Abstract:

    I discuss a new intellectual paradigm, Social Economics and finance—the study of the Social processes that shape economic thinking and behavior. This emerging field recognizes that people observe and talk to each other. A key, underexploited building block of Social Economics and finance is Social transmission bias: systematic directional shift in signals or ideas induced by Social transactions. I use five “fables” (models) to illustrate the novelty and scope of the transmission bias approach, and offer several emergent themes. For example, Social transmission bias compounds recursively, which can help explain booms, bubbles, return anomalies, and swings in economic sentiment.

  • presidential address Social transmission bias in Economics and finance
    Social Science Research Network, 2020
    Co-Authors: David Hirshleifer
    Abstract:

    I discuss a new intellectual paradigm, Social Economics and finance: the study of the Social processes that shape economic thinking and behavior. This emerging field recognizes that people observe and talk to each other. A key, underexploited building block of Social Economics and finance is Social transmission bias: a systematic directional shift in signals or ideas in Social transactions. I use five “fables” (models) to illustrate the novelty and scope of the transmission bias approach, and offer several emergent themes. For example, Social transmission bias compounds recursively, which can help explain booms, bubbles, return anomalies, and swings in economic sentiment. Presentation Slides: https://ssrn.com/abstract=3513210 Transcript of the talk with integrated slides: https://ssrn.com/abstract=3513201

Rebecca N Dudovitz - One of the best experts on this subject based on the ideXlab platform.

  • the Social Economics of adolescent behavior and measuring the behavioral culture of schools
    Journal of Child and Family Studies, 2019
    Co-Authors: Mitchell D Wong, Paul J Chung, Ron D Hays, David N Kennedy, Joan S Tucker, Rebecca N Dudovitz
    Abstract:

    Objectives Schools are thought to have an important impact on adolescent behaviors, but the mechanisms are not well understood. We hypothesize that there are measurable constructs of peer- and teacher-related extrinsic motivations for adolescent behaviors and sought to develop measures of school culture that would capture these constructs.

  • the Social Economics of adolescent behavior and measuring the behavioral culture of schools
    Journal of Child and Family Studies, 2019
    Co-Authors: Mitchell D Wong, Paul J Chung, Ron D Hays, David N Kennedy, Joan S Tucker, Rebecca N Dudovitz
    Abstract:

    Schools are thought to have an important impact on adolescent behaviors, but the mechanisms are not well understood. We hypothesize that there are measurable constructs of peer- and teacher-related extrinsic motivations for adolescent behaviors and sought to develop measures of school culture that would capture these constructs. We developed several survey items to assess school behavioral culture and collected self-reported data from a sample of adolescents age 14–17 attending high school in low income neighborhoods of Los Angeles. We conducted exploratory and confirmatory factor analysis to inform the creation of simple-summated multi-item scales. We also conducted a cultural consensus analysis to identify the existence of shared pattern of responses to the items among respondents within the same school. From 1159 adolescents, six factors were identified: Social culture regarding popular (Cronbach’s alpha = 0.84) and respected (alpha = 0.83) behaviors, teacher support (alpha = 0.86) and monitoring of school rules (alpha = 0.85), valued student traits (alpha = 0.67) and school order (alpha = 0.68). Cultural consensus analysis identified a shared pattern of responses to the items among respondents at 8 of the 13 schools. School academic performance, which is based on standardized test results, is strongly correlated with Social culture regarding popular behaviors (Pearson’s correlation coefficient r = 0.64), monitoring of school rules (r = 0.71), and school order (r = 0.83). The exploratory and confirmatory factor analyses did not support a single, overall factor that measures school culture. However, the six identified sub-scales might be used individually to examine school influence on academic performance and health behaviors.

Ron D Hays - One of the best experts on this subject based on the ideXlab platform.

  • the Social Economics of adolescent behavior and measuring the behavioral culture of schools
    Journal of Child and Family Studies, 2019
    Co-Authors: Mitchell D Wong, Paul J Chung, Ron D Hays, David N Kennedy, Joan S Tucker, Rebecca N Dudovitz
    Abstract:

    Objectives Schools are thought to have an important impact on adolescent behaviors, but the mechanisms are not well understood. We hypothesize that there are measurable constructs of peer- and teacher-related extrinsic motivations for adolescent behaviors and sought to develop measures of school culture that would capture these constructs.

  • the Social Economics of adolescent behavior and measuring the behavioral culture of schools
    Journal of Child and Family Studies, 2019
    Co-Authors: Mitchell D Wong, Paul J Chung, Ron D Hays, David N Kennedy, Joan S Tucker, Rebecca N Dudovitz
    Abstract:

    Schools are thought to have an important impact on adolescent behaviors, but the mechanisms are not well understood. We hypothesize that there are measurable constructs of peer- and teacher-related extrinsic motivations for adolescent behaviors and sought to develop measures of school culture that would capture these constructs. We developed several survey items to assess school behavioral culture and collected self-reported data from a sample of adolescents age 14–17 attending high school in low income neighborhoods of Los Angeles. We conducted exploratory and confirmatory factor analysis to inform the creation of simple-summated multi-item scales. We also conducted a cultural consensus analysis to identify the existence of shared pattern of responses to the items among respondents within the same school. From 1159 adolescents, six factors were identified: Social culture regarding popular (Cronbach’s alpha = 0.84) and respected (alpha = 0.83) behaviors, teacher support (alpha = 0.86) and monitoring of school rules (alpha = 0.85), valued student traits (alpha = 0.67) and school order (alpha = 0.68). Cultural consensus analysis identified a shared pattern of responses to the items among respondents at 8 of the 13 schools. School academic performance, which is based on standardized test results, is strongly correlated with Social culture regarding popular behaviors (Pearson’s correlation coefficient r = 0.64), monitoring of school rules (r = 0.71), and school order (r = 0.83). The exploratory and confirmatory factor analyses did not support a single, overall factor that measures school culture. However, the six identified sub-scales might be used individually to examine school influence on academic performance and health behaviors.

Mitchell D Wong - One of the best experts on this subject based on the ideXlab platform.

  • the Social Economics of adolescent behavior and measuring the behavioral culture of schools
    Journal of Child and Family Studies, 2019
    Co-Authors: Mitchell D Wong, Paul J Chung, Ron D Hays, David N Kennedy, Joan S Tucker, Rebecca N Dudovitz
    Abstract:

    Objectives Schools are thought to have an important impact on adolescent behaviors, but the mechanisms are not well understood. We hypothesize that there are measurable constructs of peer- and teacher-related extrinsic motivations for adolescent behaviors and sought to develop measures of school culture that would capture these constructs.

  • the Social Economics of adolescent behavior and measuring the behavioral culture of schools
    Journal of Child and Family Studies, 2019
    Co-Authors: Mitchell D Wong, Paul J Chung, Ron D Hays, David N Kennedy, Joan S Tucker, Rebecca N Dudovitz
    Abstract:

    Schools are thought to have an important impact on adolescent behaviors, but the mechanisms are not well understood. We hypothesize that there are measurable constructs of peer- and teacher-related extrinsic motivations for adolescent behaviors and sought to develop measures of school culture that would capture these constructs. We developed several survey items to assess school behavioral culture and collected self-reported data from a sample of adolescents age 14–17 attending high school in low income neighborhoods of Los Angeles. We conducted exploratory and confirmatory factor analysis to inform the creation of simple-summated multi-item scales. We also conducted a cultural consensus analysis to identify the existence of shared pattern of responses to the items among respondents within the same school. From 1159 adolescents, six factors were identified: Social culture regarding popular (Cronbach’s alpha = 0.84) and respected (alpha = 0.83) behaviors, teacher support (alpha = 0.86) and monitoring of school rules (alpha = 0.85), valued student traits (alpha = 0.67) and school order (alpha = 0.68). Cultural consensus analysis identified a shared pattern of responses to the items among respondents at 8 of the 13 schools. School academic performance, which is based on standardized test results, is strongly correlated with Social culture regarding popular behaviors (Pearson’s correlation coefficient r = 0.64), monitoring of school rules (r = 0.71), and school order (r = 0.83). The exploratory and confirmatory factor analyses did not support a single, overall factor that measures school culture. However, the six identified sub-scales might be used individually to examine school influence on academic performance and health behaviors.

Joan S Tucker - One of the best experts on this subject based on the ideXlab platform.

  • the Social Economics of adolescent behavior and measuring the behavioral culture of schools
    Journal of Child and Family Studies, 2019
    Co-Authors: Mitchell D Wong, Paul J Chung, Ron D Hays, David N Kennedy, Joan S Tucker, Rebecca N Dudovitz
    Abstract:

    Objectives Schools are thought to have an important impact on adolescent behaviors, but the mechanisms are not well understood. We hypothesize that there are measurable constructs of peer- and teacher-related extrinsic motivations for adolescent behaviors and sought to develop measures of school culture that would capture these constructs.

  • the Social Economics of adolescent behavior and measuring the behavioral culture of schools
    Journal of Child and Family Studies, 2019
    Co-Authors: Mitchell D Wong, Paul J Chung, Ron D Hays, David N Kennedy, Joan S Tucker, Rebecca N Dudovitz
    Abstract:

    Schools are thought to have an important impact on adolescent behaviors, but the mechanisms are not well understood. We hypothesize that there are measurable constructs of peer- and teacher-related extrinsic motivations for adolescent behaviors and sought to develop measures of school culture that would capture these constructs. We developed several survey items to assess school behavioral culture and collected self-reported data from a sample of adolescents age 14–17 attending high school in low income neighborhoods of Los Angeles. We conducted exploratory and confirmatory factor analysis to inform the creation of simple-summated multi-item scales. We also conducted a cultural consensus analysis to identify the existence of shared pattern of responses to the items among respondents within the same school. From 1159 adolescents, six factors were identified: Social culture regarding popular (Cronbach’s alpha = 0.84) and respected (alpha = 0.83) behaviors, teacher support (alpha = 0.86) and monitoring of school rules (alpha = 0.85), valued student traits (alpha = 0.67) and school order (alpha = 0.68). Cultural consensus analysis identified a shared pattern of responses to the items among respondents at 8 of the 13 schools. School academic performance, which is based on standardized test results, is strongly correlated with Social culture regarding popular behaviors (Pearson’s correlation coefficient r = 0.64), monitoring of school rules (r = 0.71), and school order (r = 0.83). The exploratory and confirmatory factor analyses did not support a single, overall factor that measures school culture. However, the six identified sub-scales might be used individually to examine school influence on academic performance and health behaviors.