Search results

The rampant toxic gaming environment in most major esports games has become a challenge in maintaining gamers’ loyalty to the game. Guided by the theory of stress and coping, this study aims to investigate how and under what condition esports gamers’ perceived risk of toxicity may affect game brand loyalty through the moderated mediation effects of game brand identification, self-efficacy, and perceived support from game brand.

The moderated mediation model was tested using the conditional process analysis (N = 311). The moderating effects of game brand identification on the mediated processes were tested in the model.

The authors found that self-efficacy and perceived support from game brand were critical mediators between the perceived risk of toxicity and game brand loyalty. However, these mediating effects varied depending on the level of game brand identification.

This study took the step forward by theorizing and empirically examining the relationship between perceived risk of toxicity and consumption outcome by considering both internal and social coping resources and game brand identification, among Generation Z and Millennial gamers in the esports context.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

This research explores the key factors that contribute to the success of Black students in a predominantly White institution (PWI). Two measures of success are examined: cumulative grade point average (GPA) and graduation status.

Using student-level data from a southeastern university, this research estimates education production functions using ordinary least squares regression.

While the negative effect of being Black is significant for both cumulative GPA and graduation status, the effect becomes overshadowed when peer effects are added. The authors also found the critical effect of institutional support on student success.

The student-level data are restricted to a single institution over a relatively short period of time, which limits the authors' ability to analyze institution-level factors.

This research provides a broad view of many significant factors for student success with particular highlights on the importance of encouraging Black students to utilize institutional support.

This study is an extension of the education production function model in the field of student success. The study identified peer effects and institutional support as more powerful determinants of student success than race.

This study aimed to investigate changes in food consumption during the COVID-19 lockdown period in a sample of female college students in China. The study employed a dual processing approach that simultaneously investigates the effects of students' beliefs about the importance of healthy eating and the effect of emotional eating due to anxiety induced by the pandemic.

Data were collected from 645 female college students in China using a self-administered questionnaire. Structural equation modeling was used for the data analysis.

Beliefs about the importance of healthy eating have a greater impact on changes in food consumption than anxiety. Emotional eating was positively associated with changes in vegetable consumption. The findings reveal that a shift from “food as health” to “food as well-being” in the role of food in the food-related life of Chinese consumers is underway. “Food as health” remains important in food-related decision-making in China during the pandemic. Concurrently, a well-being centered or a more holistic perspective, including the psychological and emotional aspects of food, should be included in food-related research and health promotion in China.

This study contributes to the literature on reactions to the COVID-19 pandemic by simultaneously investigating both the cognitive impact of beliefs regarding the importance of healthy eating and the affective impact of anxiety on changes in food consumption due to COVID-19.

This paper investigates the dynamics between state affect and trusting cognitive beliefs on post-adoptive information technology (IT) use behaviors in the form of intention to explore and deep structure usage. That state affect can influence behaviors is recognized in practice. In fact, some studies examine the impact of affective constructs, but the way state affect impacts how individuals use IT remains largely unexplored. The authors theorize that state affect, in the form of positive and negative affect, will influence trusting cognitive beliefs regarding an IT artifact (in terms of perceived helpfulness, capability and reliability) and, more importantly, directly influence intention to explore and deep structure usage.

The authors test the model using a sample of 357 IT users. Survey items were derived from established measures, and the data were analyzed using structural equation modeling.

Results of this study suggest that positive affect and negative affect impact trusting cognitive beliefs. Trusting cognitive beliefs positively impact intention to explore with an IT and deep structure usage of an IT. Even in the presence of trusting beliefs, though, positive affect directly impacts intention to explore. Positive affect and negative affect both also have various indirect, mediated effects on intention to explore and deep structure usage.

In order to maximize value from workplace IT, the results suggest managers foster an authentic, positive work environment in order to harness or redirect employees' emotional energies.

There is a national shortage of teachers of color; only 21% of teachers are from an underrepresented group (16% Black and/or Latinx), while 79% are White (National Center for Educational Statistics [NCES], 2019). While there are not a lot of teachers of color in today's classrooms, there is an even lower number of Black male teachers (approximately 2%) (NCES, 2022). These percentages do not mirror the K-12 student population, with 52% identifying as a student of color (NCES, 2019). Research informs us that having teachers of color, such as a Black male yields academic success, decreases suspension rates, increases college matriculation, and provides representation of positive role models for the K-12 students of color as well as White students (AACTE, 2019; Carter-Andrews et al., 2019). Teacher Preparation Programs must implement culturally responsive strategies to recruit and retain Black males into teaching. This chapter will share effective practices for recruiting, retaining, and advising Black male preservice teachers.

This paper aims to examine whether information technology (IT) managers’ virtual listening, as rated by their high-tech employees, affected turnover behaviour beyond a new constellation of variables, some of which have never been researched as antecedents of turnover behaviour, particularly during a pandemic or crisis. Namely, the main aim, among others, is to answer the research question: does IT employees’ perception of the quality of their supervisors’ virtual listening in the pandemic and crisis era, when employees and managers work remotely, will negatively affect turnover behaviour? If yes, in which constellation of antecedents the virtual listening effecting on turnover behaviour?

Logistic regression analysis was conducted to test the hypotheses via SPSS 26 and PROCESS (Model 6). The variance inflation factor was calculated to test multicollinearity. Interaction was tested using the Hayes and Preacher PROCESS macro model. The researchers also used the J-N technique test (Johnson–Neyman via process). The supplemental analysis used also PROCESS MACRO (IBM Corp., Armonk, NY, USA, 2023) Model 4 and Bootstrap test.

The findings show that perceptions of supervisors’ virtual listening quality as rated by their employees moderated the relationship between organisational deviance as a type of organisational misbehaviour (OMB) and turnover behaviour and had the strongest effect on turnover behaviour beyond other key predictors (organisational deviance as a type of misbehaviour, turnover intention, job satisfaction, embeddedness and alternatives in the labour market). Alternatives to current work moderated the association between the perception of managers’ virtual listening behaviour as rated by their employees and turnover behaviour. Specifically, when alternatives in the labour market were high or medium, the perceived quality of managers’ virtual listening reduced turnover behaviour. Finally, the perception of the IT employees supervisors’ virtual listening moderated the relationship between organisational deviance and turnover intention among high-tech employees.

Evaluating supervisor listening in the high-tech firm may have value in terms of its relationship to outcomes such as retaining employees, turnover intention and especially turnover behaviour. The effect on turnover behaviour and of that new constellation of antecedents on turnover behaviour when people work remotely was not researched yet and important for the post COVID-19 era. Additionally, in contrast to most studies of turnover, this study also focus on the positive aspects of turnover and especially turnover behaviour to organisations in general and especially to high-tech firm and not just the negative aspect as was researched until now. Another contribution is the finding that when employees perceived their managers’ virtual listening quality as high, the effect of deviance as a type of OMB on turnover behaviour was positive. Namely, the listening as a moderator and turnover assisted in making the organisation cleaner from inappropriate behaviour. Additionally, when alternatives in the labour market are high or medium, perceived quality of virtual listening of managers as rated by their employees can reduce turnover behaviour. This virtual listening–turnover relationship and the moderator of alternatives to current work had not previously been found in the turnover literature and this is also significant a contribution to the turnover and withdrawal literature.

This conceptual work synthesizes the experiences of Black men who are collegiate athletes and introduces new theoretical considerations on the formation of their leadership identities in predominantly white institutions. This scholarship focuses on historical understandings of how race and gender influenced the creation of the current Black man in collegiate identity. This work expands on Du Bois' (1903) concept of double consciousness, Fanon's (1952) views on Blackness, and Bertrand Jones and colleagues' culturally responsive leadership learning model (2016). Collectively, the three frameworks highlight the significance of leadership in the development of Black men who are student-athletes. The conclusion includes implications and recommendations for future research as we work to support and develop Black men beyond their athletic identity.