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The purpose of this paper is to examine the interrelated influences of managers' emotional intelligence, leadership styles and employee outcomes. In particular, this study aims to explore the potential mediating effects of managers' transformational leadership style on the relationships between managers' emotional intelligence and employee outcomes of: employee performance, job satisfaction, organisational commitment and job stress.

The study was conducted in two large organisations in Shanghai, China, on a sample of 323 participants, including both managers and subordinate employees. Emotional intelligence was measured by using the Wong Emotional Intelligence Scale (WEIS), and leadership style, using the Multifactor Leadership Questionnaire (MLQ‐5x Short).

The results showed that managers' transformational leadership style fully mediates the relationship between managers' emotional intelligence and employee job satisfaction. However, no mediating effect of managers' transformational leadership style is found on the relationship between managers' emotional intelligence and employee performance, organizational commitment and job stress.

The results of this study contribute to current insights about the interrelationships on managers' emotional intelligence, leadership style and employee outcomes, showing that the power of managers' emotional intelligence on job satisfaction must be expressed through a third mediating variable, transformational leadership.

Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives ‐ such as pattern blocks and number lines ‐ have increasingly been making their way into classrooms and children’s museums. Yet without the constant guidance of a teacher, students can easily become distracted, confused, or frustrated. Math games with tangible user interfaces can address the needs of the modern learning environment by providing the guidance that a teacher would while allowing students to work together in a physical environment. This paper describes how math games with tangible user interfaces can be rapidly developed using a library of functions that were designed specifically for tracking visual tags in math games. The paper also discusses pedagogical principles and an approach to designing and developing games that utilize tangible technologies. Examples of math games that have been prototyped this way are presented. The paper concludes with a study that suggests that this approach helps children to stay focused, think about math problems in new ways, and complete the problem at hand. It also suggests that tangible math games may help children to develop problem‐solving skills that transfer to similar problems.

This paper explores the moderating effects of four personal cultural orientations or PCOs (independence, interdependence, risk aversion and ambiguity intolerance) on the relationships among counterfeit proneness, subjective norms, ethical judgments, product evaluation and purchase intentions for counterfeit products.

A field study with 840 consumers in Hong Kong using a self-administered structured questionnaire is used to test all the hypotheses.

Consumers with high (low) scores on interdependence (independence) show stronger positive effects of counterfeit proneness on subjective norms and its effects on the counterfeit evaluation and purchase intentions. In contrast, consumers with high (low) scores on independence (interdependence) show stronger positive effects of counterfeit proneness on ethical judgments and its effects on counterfeit evaluation and purchase intentions. Consumers with higher scores on risk aversion and ambiguity intolerance show negative moderating effects on most of the relationships in the unified conceptual framework.

The authors collected data in Hong Kong, which is predominantly Chinese in culture. Hence, future research in other parts of the world with more diverse cultural values would help test the validity and generalizability of the results.

The findings would be useful for managers of genuine brands to learn more about the process that explains deliberate counterfeit purchase behavior.

The authors extend the unified conceptual framework for deliberate counterfeit purchase behavior by incorporating four PCOs to explore cultural differences in the socio-psychological decision-making process underlying this behavior.