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"Studi ini bertujuan untuk menganalisis hubungan antara transisi status kerja yakni transisi dari bekerja menjadi tidak bekerja dan transisi sebaliknya terhadap kesehatan mental individu. Dengan menggunakan data IFLS 4 dan 5, studi ini mencoba untuk membuat analisis longitudinal mengenai asosiasi pada setiap transisi status kerja terhadap probabilita gejala depresi. Skrining gejala depresi diperoleh dari skor CESD-10 dengan menggunakan acuan cut-off Andresen et al. (1994). Sampel dalam studi ini adalah 16.994 individu usia angkatan kerja baik laki-laki maupun perempuan. Analisis menggunakan metode regresi logistik menunjukkan bahwa kedua transisi status kerja, dari tidak bekerja menjadi bekerja maupun sebaliknya, berasosiasi secara positif dan signifikan terhadap probabilita gejala depresi. Namun, analisis marginal effect menunjukkan adanya kecenderungan risiko gejala depresi yang lebih tinggi pada individu yang mengalami transisi dari tidak bekerja menjadi bekerja. Estimasi variabel interaksi transisi status kerja dan gender membuktikan asosiasi positif pada transisi dari tidak bekerja menjadi bekerja dan probabilita gejala depresi hanya pada individu perempuan, sementara pada laki-laki estimasi menunjukkan arah korelasi sebaliknya. Studi ini mengeksplorasi adanya perbedaan peran gender dalam rumah tangga yang dapat berkontribusi pada temuan tersebut.

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This study aims to examine the association between work status transitions from employment to non-employment and the reverse transition to individual mental health. Using IFLS 4 and 5 data, this study attempts to make a longitudinal analysis of the effects of each work status transition on the probability of depressive symptoms. Screening for depressive symptoms was obtained from a CESD-10 score using the cut-off reference of Andresen et al. (1994). The sample in this study was 16,994 working age individuals both male and female. Analysis using the logistic regression method shows that both work status transitions, from working to not working or vice versa, are positively and significantly associated with the probability of depressive symptoms. However, marginal effect analysis shows a tendency for a slightly higher risk of depressive symptoms in individuals who experience a transition from not working to working. Estimates of the interaction variables between work status transition and gender prove positive associations in the transition from not working to working and the probability of depressive symptoms only in female individuals, while in men the estimation shows the opposite correlation. This study explores the differences in gender roles in households that can contribute to these findings."

"This paper investigates the impact of corporate social responsibility (CSR) performance by listed companies on the cost of equity capital from the perspectives of enterprise risk management and capital market risk pricing and discusses the mediating effects of operating risk. Using the causal steps approach, we conduct an empirical test with a sample of 7241 Chinese A-share listed companies from 2013 to 2018. This paper uses the price-earnings-growth (PEG) model and the Ohlson-Juettner (OJ) model to calculate the cost of equity capital and accounting earnings volatility to measure operating risk. Our results lead to the following conclusions: First, CSR performance is significantly negatively correlated with the cost of equity capital; second, CSR performance is significantly negatively correlated with operating risk; third, operating risk is a mediating variable between CSR performance and the cost of equity capital, and the mediating effect differs between long- and short-term risks. Our conclusions are confirmed by robustness tests."

"The objective of this paper is to measure the effect of children’s television viewing on their performance in school. To this end, we use Japanese time use data to estimate ordered probit models with and without an instrumental variable. The instrumental variable is the number of viewable commercial broadcast channels in the prefecture where a child and his/her family live. We find that, all else being equal, the more television a child views, the more likely it is for the child’s mother to report negative performance of her child in school. However, our instrumental variable estimates provide no evidence that television viewing by children affects either the mother’s report of the performance of her child or the child’s self-report on the speed of lessons in school. This study provides no evidence that television viewing has a negative impact on children’s performance in school, although we should not overlook the possibility of weak instruments."

"The emergence of the computer as an aid to education, with its unlimited range of instructional control optionsavailable to designer and user supports the vast development of coursewares. Hundreds of coursewares, aim to increaselearners’ learning outcomes were developed. However, to have a courseware fits with learners’ characteristics manyissues need to be explored. Referring to Resnick’s (1989) definition of learning as knowledge construction, it is criticalfor coursewares to support learners in the process of acquiring, retaining, and retrieving different kinds of knowledgeand performance. In acquiring, retaining, and retrieving information learners use procedures known as cognitivestrategies. It is assumed that cognitive strategies are integral to the process of learning, but initiation of their use maycome from the learner’s self-instruction, or, from an instructional unit or system. This study intends to show howcourseware design affects the use of cognitive strategies, especially from the high-school learners in Indonesia. A closeexamination on the psychological processes in learning was made to address questions: (a) how does screen densityaffect the use of cognitive strategies? (b) Does material presented in a linear format differs with material presented innon-linear (hypertext-based) in producing learner’s learning outcomes? The results show that learners employed bettercognitive strategies when presented with 25% text density material compare to 60%. Hypertext-based courseware wasalso found to have an effect on how learner processed the information."

"The emergence of the computer as an aid to education, with its unlimited range of instructional control options available to designer and user supports the vast development of coursewares. Hundreds of coursewares, aim to increase learners? learning outcomes were developed. However, to have a courseware fits with learners? characteristics many issues need to be explored. Referring to Resnick?s (1989) definition of learning as knowledge construction, it is critical for coursewares to support learners in the process of acquiring, retaining, and retrieving different kinds of knowledge and performance. In acquiring, retaining, and retrieving information learners use procedures known as cognitive strategies. It is assumed that cognitive strategies are integral to the process of learning, but initiation of their use may come from the learner?s self-instruction, or, from an instructional unit or system. This study intends to show how courseware design affects the use of cognitive strategies, especially from the high-school learners in Indonesia. A close examination on the psychological processes in learning was made to address questions: (a) how does screen density affect the use of cognitive strategies? (b) Does material presented in a linear format differs with material presented in non-linear (hypertext-based) in producing learner?s learning outcomes? The results show that learners employed better cognitive strategies when presented with 25% text density material compare to 60%. Hypertext-based courseware was also found to have an effect on how learner processed the information."