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This paper empirically examines to what extent being foreign and part of a multinational affects the endogenous relation between R&D and productivity. Our findings indicate that multinationals obtain in general higher R&D returns. Also, there is a negative foreignness effect in that domestic-owned multinationals outperform foreign subsidiaries. However, these effects are somehow moderated by the institutional distance between the home and host countries. These results, obtained for a panel of UK firms, are largely consistent with a set of hypotheses derived from the institutional and international business theories. 相似文献
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Valle Antonio Cabanach Ramón G. Núñez José C. González-Pienda Julio Rodríguez Susana Piñeiro Isabel 《Research in higher education》2003,44(5):557-580
The principal aim of this research is to contrast empirically a hypothetical model developed on the basis of the fundamental assumptions of current self-regulated learning models. In line with evaluation criteria of model fit, a high rate of congruence between the hypothesized theoretical model and the empirical data was observed. Analysis of the effects between the variables of the model revealed the following relevant aspects: students' predisposition to feel responsible for the results of their academic behavior (internal attribution) is related to positive self-image (academic self-concept), both being important conditions for development of learning-oriented motivation (learning goals). All of this involves selection and use of learning strategies for deep information processing (deep learning strategies), which leads students to assume responsibility with high levels of persistence, perseverance, and tenacity so as to achieve goals defined by the motivational orientation. This persistence and effort to achieve the proposed goals has in turn a positive and significant effect on academic achievement. 相似文献
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Guadalupe Martinez-Borreguero Ángel Luis Pérez-Rodríguez María Isabel Suero-López Pedro José Pardo-Fernández 《International Journal of Science Education》2013,35(8):1299-1324
We study the misconceptions about colour that most people hold, determining the general phenomenological laws that govern them. Concept mapping was used to combat the misconceptions which were found in the application of a test specifically designed to determine these misconceptions, while avoiding the possible misleading inductions that could have arisen from the use of everyday language. In particular, care was taken to avoid the distorting effect that the use of the verb ‘to be’ applied to coloured objects could have on the responses. The misconceptions found were shown to have an internal consistency in the form of authentic mini-theories (implicit theories). We compared experimentally the results of two different teaching methods applied to combat these misconceptions. This study was conducted with 470 undergraduates of the University of Extremadura. We analysed the persistence over time of their learning made to overcome those misconceptions. The students were divided randomly into an experimental group (EG) and a control group (CG). To combat their misconceptions, EG were taught following a method based on the use of concept maps, and CG were taught following traditional teaching methods. The results of a pre-test and a post-test were compared for the two groups, finding statistically significant differences. The results allowed the principal working hypothesis to be accepted—concept maps are learning tools which foster conceptual change and allow misconceptions to be eradicated via meaningful learning maintained over time, i.e. EG acquired a relative long-lasting gain in learning that was superior to that acquired by CG. 相似文献
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Granado-Peinado Miriam Mateos Mar Martín Elena Cuevas Isabel 《Reading and writing》2019,32(8):2037-2058
Reading and Writing - Writing argumentative syntheses based on multiple sources implies integrating ideas from different, often conflicting, positions. This can promote more constructive learning,... 相似文献
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ABSTRACTThis paper reports the development of a Mapuche education programme in the context of indigenous demands and claims in relation to education, specifically the Bafkehce Mapuche community who live in the Araucanía Region of Chile. The central objective defined was to systematise, jointly with the indigenous community, the components defined as educational knowledge in order to generate a Mapuche education. The study was approached using the dialogical-kishu kimkelay ta che methodology, developed jointly with a Maci (responsible for ceremonies), two Kimches (sages), a Gütancefe (bone-setter), Mapuche teachers, and undergraduate teaching students and academics. The results show epistemic and gnoseological categories which differ from the westernised Chilean categories of education, thus allowing a Mapuche education programme to be generated in order to establish a dialogue between educational knowledge in the indigenous context and in the Chilean western context. 相似文献