This study integrates market factors, macroeconomics, and investor behavior to provide lessons for investor resilience and market sustainability. Using monthly Indonesian market and macroeconomic data from 2004–2024, and a quantitative approach through vector autoregression model, Granger causality, and impulse response to capture the interactions among variables. Results show that global economic uncertainty affects market response and vice versa. Likewise, investor behavior affects global economic uncertainty and vice versa. Macro-economic linkages also affect market response, investor behavior, and vice versa. Market response affects investor behavior but not vice versa. In addition, if there is a shock to macro-economic linkages, the impact will be convergent on investor behavior, but if there is a shock to investor behavior, it will not be convergent on market conditions. Highlight practical implication that markets are highly dependent on psychological factors of investors that interact with fundamental factors. Previous studies tend to isolate the influence of each variable, thereby overlooking the possibility that their interrelationships may produce simultaneous effects on market dynamics. Interdisciplinary approaches remain limited in the context of upper-middle-income countries. These results also provide lessons for the market and investors, if there is turmoil in investor resilience, affecting long-term sustainability of emerging capital markets.

Background: Life Kinetics training, a multimodal intervention integrating coordinated motor tasks with cognitive challenges, has been proposed as a method to enhance neurocognitive and sport-specific performance. This study examined the effects of an 18-session Life Kinetics program on concentration, working memory, and service performance in junior and intermediate badminton athletes. Methods: Forty athletes (20 junior, 20 intermediate) were included in the final analysis following random allocation to Life Kinetics or control groups. The intervention group performed Life Kinetics training in addition to regular badminton practice for six weeks, while the control group maintained standard training. Outcomes included concentration (Concentration Grid Test), working memory (Digit Span Test), and short- and long-service performance. Data were analyzed using mixed-design ANOVA to assess Group × Time (pre–post) effects, with statistical significance set at p < 0.05. Results: Significant Group × Time interaction effects were observed for concentration (F(1, 38) = 152.40, p < 0.001, ηp² = 0.80), working memory (F(1, 38) = 168.70, p < 0.001, ηp² = 0.82), short-service performance (F(1, 38) = 181.20, p < 0.001, ηp² = 0.83), and long-service performance (F(1, 38) = 210.50, p < 0.001, ηp² = 0.85). The Life Kinetics group demonstrated substantial improvements across all outcomes, whereas the control group showed minimal changes. Improvements were observed in both junior and intermediate athletes, with variations across outcomes. Exploratory EEG observations suggested a shift toward higher-frequency spectral activity following the intervention. Conclusions: Life Kinetics training was associated with significant improvements in cognitive function and service performance in badminton athletes. These findings support the integration of cognitive–motor training into athlete development programs. However, EEG findings should be interpreted cautiously due to methodological limitations, and future research using larger samples and advanced neuroimaging techniques is warranted.

Mathematics learning in remote regions such as Nduga, Highland Papua, is often constrained by limited instructional continuity and low student engagement. GASING (Gampang, Asyik, dan Menyenangkan) combines concrete, abstract, and mental learning stages with movement-based games and may therefore improve numeracy as well as cognitive and physical outcomes. In this randomized controlled trial, 60 primary school students aged 9–11 years were allocated to either a GASING group (n = 30) or a conventional instruction group (n = 30). The GASING program was delivered over 15 consecutive school days (approximately 8 h/day). Outcomes included arithmetic performance (addition, subtraction, multiplication, and division), cognitive function (concentration, working memory, and executive function), and physical development (4 × 10 m, 30 m, balance, and throw-and-catch). Data were analyzed using a mixed-design framework with adjustment for baseline values where appropriate. Compared with the control group, the GASING group showed greater improvements in concentration, memory, executive function, and all arithmetic outcomes (all p < 0.001). Balance and throw-and-catch performance also improved significantly in the GASING group (both p < 0.001), whereas no significant between-group differences were observed for the running tests. These findings suggest that GASING is a contextually relevant and effective instructional approach for improving foundational numeracy and cognitive performance in remote primary school settings, with additional benefits for coordination-related physical outcomes.