Equity incentives are crucial for talent acquisition and fostering corporate innovation; yet, the current literature predominantly focuses on the business level, with less research on the correlation between equity incentives and the capital market. This study empirically investigates the influence of equity incentive schemes on capital market pricing efficiency, utilizing data from Chinese A-share listed businesses between 2010 and 2023, focusing on stock price synchronization and post-surplus announcement drift as analytical viewpoints. The findings indicate that the execution of corporate stock incentive plans can significantly enhance the price efficiency of capital markets. The mechanism test indicates that corporate stock incentive plans enhance the efficiency of capital market pricing. Regarding various incentive mechanisms, both stock options and restricted shares influence capital market pricing efficiency. However, when the share price approaches the exercise price (grant price), restricted shares adversely affect pricing efficiency, whereas stock options positively impact it. Subsequent research indicates that the beneficial impact of equity incentives on capital market pricing efficiency is more pronounced in enterprises with high stock price information content and in those where incentive recipients comprise key technical people. The study's results elucidate the theoretical debate over the practical effects of equity incentive schemes and offer recommendations on the appropriate types of equity incentives for various enterprises to enhance capital market pricing efficiency.
This study examined school staff reported behavioral responses to bullying, general likelihood of intervening and perceived self-efficacy for intervening with student bullying. We explored if the existence of school bullying-related policies and/or policy trainings was associated with the ways in which school staff responded to bullying. Data came from 8,668 school staff from 156 elementary, middle and high schools in the U.S. Results suggested that while the existence of anti-bullying policies was an important contributor to increased staff self-efficacy for intervening with bullying, it was not associated with self-reports of increased responses to bullying. However, being trained on their schools' anti-bullying policy was associated with higher odds of intervening with the involved students, discussing the incident with other school staff (e.g., administrators, counselors), and referring the students involved to the school counselor/psychologist. Moreover, there were clear role and grade level differences in staff responses, such as being less likely to respond to bullying in high school, as compared to middle and elementary school. The results suggested that the existence of a school policy is not likely sufficient to shift behavior. Additional training and professional development are necessary across all school staff, especially in upper grades.
This study examined how shyness–sensitivity and unsociability were associated with social, school, and psychological adjustment in Chinese children and adolescents. Participants included 564 children (272 boys, M age =9 years) and 462 adolescents (246 boys, M age =13 years) in a suburban region in China. Data were obtained from peer assessments, sociometric nominations, teacher-ratings, self-reports, and school records. The results showed that relations of shyness and unsociability with adjustment differed in middle childhood and early adolescence. Shyness tended to be associated with social and psychological problems more evidently in adolescence than in childhood. In contrast, unsociability was associated with problems more evidently across domains in childhood than in adolescence. The results indicate that the implications of the two main forms of social withdrawal may vary across developmental periods.
This study examined the relations between parental migration and the adjustment of left-behind children and the mediating role of parental support in rural China. Data were collected for 4,429 students (2,229 boys, M age = 12 years) in public schools from peer evaluations, teacher ratings, self-reports, and school records. The analyses revealed different patterns of relations of mother migration and father migration to children's adjustment. Whereas mother migration was negatively associated with children's social competence and academic achievement and positively associated with children's psychological problems, father migration was positively associated with children's positive adjustment, mainly through the mediation of maternal support. The results concerning the different implications of father migration and mother migration for children's adjustment and the critical role of maternal support represent a significant contribution to the understanding of human development in the contemporary rural Chinese context. The results are also useful for policy-makers and professionals to develop programs and strategies to help rural left-behind children in China.
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