Probability of default models of Russian banks

This paper presents results from an econometric analysis of Russian bank defaults during the period 1997–2003, focusing on the extent to which publicly available information from quarterly bank balance sheets is useful in predicting future defaults. Binary choice models are estimated to construct the probability of default model. We find that preliminary expert clustering or automatic clustering improves the predictive power of the models and incor-poration of macrovariables into the models is useful. Heuristic criteria are suggested to help compare model performance from the perspectives of investors or banks supervision authorities. Russian banking system trends after the crisis 1998 are analyzed with rolling regressions.banks; Russia; probability of default model; early warning systems

Sandwiched women: Health behavior, health, and life satisfaction

This paper studies the impact of sandwich generation caregiving on the health behavior, self-assessed health and life satisfaction of Russian women. It presents evidence that sandwich generation caregiving reduces the likelihood of medical examinations, and regular meals. Alcohol consumption and likelihood of smoking are reduced. The like­lihood of obesity increases, the proportion of chronic diseases decreases, and self-assessed health improves. The proportion of depression decreases. These effects may be the result of an inattentive attitude to one’s health and a consciousness of the social significance of fulfilling one’s duty. These effects vary with socio-demographic characteristics

Grade Expectations: Rationality and Overconfidence

Confidence and overconfidence are essential aspects of human nature, but measuring (over)confidence is not easy. Our approach is to consider students' forecasts of their exam grades. Part of a student's grade expectation is based on the student's previous academic achievements; what remains can be interpreted as (over)confidence. Our results are based on a sample of about 500 second-year undergraduate students enrolled in a statistics course in Moscow. The course contains three exams and each student produces a forecast for each of the three exams. Our models allow us to estimate overconfidence quantitatively. Using these models we find that students' expectations are not rational and that most students are overconfident, in agreement with the general literature. Less obvious is that overconfidence helps: given the same academic achievement students with larger confidence obtain higher exam grades. Female students are less overconfident than male students, their forecasts are more rational, and they are also faster learners in the sense that they adjust their expectations more rapidly

A Statistical Explanation of the Dunning–Kruger Effect

An explanation of the Dunning–Kruger effect is provided which does not require any psychological explanation, because it is derived as a statistical artifact. This is achieved by specifying a simple statistical model which explicitly takes the (random) boundary constraints into account. The model fits the data almost perfectly. JEL Classification: A22; C24; C91; D84; D91; I2

Grade Expectations: Rationality and Overconfidence

Confidence and overconfidence are essential aspects of human nature, but measuring (over)confidence is not easy. Our approach is to consider students' forecasts of their exam grades. Part of a student's grade expectation is based on the student's previous academic achievements; what remains can be interpreted as (over)confidence. Our results are based on a sample of about 500 second-year undergraduate students enrolled in a statistics course in Moscow. The course contains three exams and each student produces a forecast for each of the three exams. Our models allow us to estimate overconfidence quantitatively. Using these models we find that students' expectations are not rational and that most students are overconfident, in agreement with the general literature. Less obvious is that overconfidence helps: given the same academic achievement students with larger confidence obtain higher exam grades. Female students are less overconfident than male students, their forecasts are more rational, and they are also faster learners in the sense that they adjust their expectations more rapidly