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The purposes of the present study were to analyse: (1) if there is a hierarchical relationship between cognitive dimension (attention) and emotional dimension (enthusiasm); (2) to what extent the cognitive and emotional dimensions of the customer engagement (CE) affect loyalty to consumer brands in traditional settings and in social media; and (3) if involvement moderates the relationships between cognitive and emotional dimensions of CE and between each CE dimension and the two kinds of loyalties (offline and social media).

The authors applied structural equation model on a sample of 272 passengers of main airlines operating the domestic Argentinian market in 2018. The authors also used multigroup analysis to combine involvement as a moderator variable.

Cognitive dimensions of engagement (attention) had a direct and positive effect on the emotional engagement (measured by enthusiasm). Capturing the attention of passengers is key to maintaining their loyalty both in offline and online environments, especially if they are lowly involved with brands.

The present study suggests and tests a model for the consequences of CE as a multidimensional construct in a specific service context.

Following the attitude formation approach and the hierarchy of effect of advertising theory, this study researched the dynamic of relationship between cognitive and emotional dimensions of CE. The results contribute on the line of considering CE as a process, including stages that consumers go through until they achieve the engagement with the brand. The results offer evidence of the specific impact of each CE dimension on loyalty at two environments (offline and social media).

本研究有以下三個目標：

(1) 、探討認知維度 (注意) 與情緒維度 (熱忱) 之間是否存在著一個等級關係;

(2) 、瞭解顧客契合的認知維度和情緒維度、分別在傳統的設置裡，以及在社交媒體內，影響消費者品牌忠誠的程度;和.

(3) 、研究參與會否調節顧客契合的認知維度和情緒維度之間的關係;再者，參與會否調節顧客契合每個維度與兩類忠誠 (即離線和社交媒體) 之間的關係。

我們以結構方程模型，分析一個涵蓋於2018年在阿根廷國內市場營運的主要航空公司272名乘客的樣本，我們亦以多組分析，把參與作為調節變數，合併在一起。

研究結果顯示，顧客契合的認知維度對情緒維度 (以熱忱來計量) 有直接和積極的影響。研究結果亦顯示，若要在離線、以及在網絡環境下維持乘客的忠誠，最重要的是公司需取得他們的注意，特別是當他們談及品牌時是卑微的。

本研究為瞭解在一個特定服務業的背景裡，顧客契合、作為多元的構建會帶來的結果，建議並測試了一個模型。

研究人員使用態度形成的理念和廣告的階層效果理論，去探討顧客契合的認知維度與情緒維度之間的關係的動態。研究的貢獻、在於視顧客契合為一個過程，而這個過程，包括了消費者若要與品牌齧合所需經過的階段。另外，研究結果為每個顧客契合，在離線和社交媒體兩個環境裡，對忠誠所產生特定的影響提供了證據。

This paper aims to focus on how reading for pleasure is transmitted within the family. Using data taken from the Programme for International Student Assessment test of 2009, which dealt in depth with the reading proficiency of students, the authors show that children of parents who read for pleasure are better readers. Within the extensive research and published results on reading performance, the authors focused on the transmission of parents’ reading attitudes to their children.

In this study, the authors have opted for an approach of “difference in differences”, applied to a population that represents all 15-year-olds from five countries (Germany, Denmark, Hungary, Italy and Portugal). To support this study, the authors chose as a response variable the difference between reading performance and maths performance of each student, taking into account five plausible values for each student. The authors have several explanatory variables, among them what we call the “treatment”, which is the parents’ enthusiasm for reading.

The calculated estimations clearly indicate that there is a positive effect for four out of the five countries analysed, ranging from 4 points for Italy to 6.5 points for Germany and Portugal. As for the significance of the effect, with the exception of Hungary, the result is reliable and robust. It should also be noted that the variable that indicates the existence of a reading habit by children (daily reading for pleasure) is seen as a factor that positively affects the difference between competence in reading and mathematics in four out of the five countries analysed.

The results show positive effects on children whose parents read for pleasure, and this fact should be used to further encourage parents to promote their own reading time for pleasure. In view of the already quantified trend in international reports that adults are reading less, it seems crucial to involve educational authorities in reversing this phenomenon, knowing the impact that adult reading habits have on the reading competence of young people.

The paper aims to clarify the relationship between perceived contextual issues and the self-efficacy beliefs of the employees with e-learning engagement for their competency development. It proposes a model for the banks to utilize their e-learning interventions more effectively by managing the identified contextual issues. Simultaneously, this study aims to expand the domain of self-efficacy beliefs and apply its principles to dilute the impact of the negative contextual issues which were not addressed through similar research.

The paper focuses on an exploratory study using a deductive approach grounded on self-efficacy – one of the main dimensions of Bandura's social cognitive theory. It adopted a mixed methodology, and primary data were collected through an online survey (792 responses analyzed through Statistical Package Social Science [SPSS]) and semi-structured interviews (20 respondents analyzed through thematic analysis). The population comprises employees of private commercial banks who have recently introduced e-learning.

The paper provides empirical insights into the contextual issues influencing e-learning and how self-efficacy beliefs can be utilized to enhance the effective engagement of employees. Contextual issues related to technological, organizational, personal and time-intensive factors influence e-learning engagement. The strengthening of self-efficacy beliefs (learners' enthusiasm and gaining) can be utilized to manage personal and time-intensive factors. However, technological and organizational factors cannot be managed through a similar approach as they did not report a significant relationship with self-efficacy.

This paper fulfills an identified need to study how e-learning can be utilized as an effective competency development tool in the banking sector.

This paper aims to develop indicators of happiness in learning of the Thai open university (TOU)'s undergraduate students.

Sampling for the study was comprised of two groups. Group I comprised eight lecturers who are experts in their disciplines and six students who were purposively sampled. The focus group was used to validate the appropriateness of the indicators. In Group II, 332 students were engaged in a multistage sampling process. The responses were analyzed using descriptive statistics, coefficient correlation, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).

The indicators of happiness in learning of undergraduate students of TOU were classified in six categories. These included satisfaction with learning environment (five indicators), learning anxiety (five indicators), satisfaction with learning (five indicators), enthusiasm to learn (six indicators), self-satisfaction (six indicators) and readiness to learn (seven indicators). The six categories explained happiness in learning of undergraduate students of TOU at the 65% and fit empirical data.

The TOU can use the indicators for the assessment of happiness in learning of its students as well as guidelines for the improvement of its student learning environments.

There have been very few studies on indicators of happiness in learning of TOU students. Most were done at the basic education level. This study disclosed the six factors affecting happiness in learning of TOU students; therefore, it should inspire and draw attention of many in the field of higher education distance learning.

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

After the Collective Forest Tenure Reform (CFTR) in China, the enthusiasm of farmers for forestry management is stimulated. However, the forest tenure security varies among farmers, making the research conclusions of its impact on forestry management efficiency inconsistent. Based on the survey data of 1,627 households from the collective forest regions in 6 provinces of China in 2017, this paper not only discusses the differences of farmers' forestry management efficiency after the reform, but also further explores the heterogeneous impact of forest tenure security on forestry management efficiency in combination with different forest management types.

This study employed the stochastic frontier production function model to measure the forestry management efficiency of farmers. Then, Tobit models were used to discuss the influencing factors of farmers' forestry management efficiency.

The results demonstrate that the improvement of farmers' forest tenure security can effectively improve forestry management efficiency, but the effect is affected by forest management types. For farmers who manage economic forests and non-timber forests, safe tenure promotes the forestry management efficiency; while for those who manage ecological public welfare forests, tenure security plays an opposite role.

Therefore, satisfying farmers' differentiated demands for forest tenure according to forest management types to improve forest tenure security and further refining supporting policies of collective forestry reform is of great significance to improve the efficiency of farmers' forestry management in collective forest regions.

The main objectives of collective forest tenure reform in China are to stimulate rural households to invest in forestry management, protect the ecosystem and improve their livelihood. By constructing the unbalanced panel data of household investment, this study discusses the dynamic changes and influencing factors of household investment, which will lay a foundation for further research and provide a reference for decision-making.

Based on 3,500 samples from rural households in the provinces of Fujian, Hunan, Yunnan, Shaanxi, Jiangxi, Gansu, and Liaoning collected during field investigations from 2010 to 2015, this study conducts an empirical analysis of the household investment in forestry management and its factors with nonbalanced panels.

According to the analysis, the average investment in forestry management per household from 2010 to 2015 fluctuates greatly; the age of the householder, increased forestry area, subsidies, joining professional cooperatives, and forest tenure mortgage show positive effects on achieving the objectives.

The discussions are drawn from the study that supporting policies such as the forest tenure transfer system, professional cooperatives, financial services and subsidies should be further improved to sustain a positive in the forestry industry.

The successful implementation of quality management in organizations is dependent on people, particularly leaders. It seems as if leaders' affective states (attitudes and commitment) in the military were connected to their capability to inspire people and a group (corps training unit) to achieve a common goal. The research reported in this article was aimed at examining officers in corps training units' attitudes towards, and commitment to quality management in training in the South African Army.

Focus group interviews were conducted with a sample of 49 officers on various levels (senior, junior and warrant officers) at six South African Army corps training units.

The findings indicate that the attitudes of leaders played a significant role to ensure that quality management of training is conducted effectively. Participants experienced that leaders in the South African Army were mostly responsible for the negative attitudes of officers in corps training units. Inadequate leadership support and lack of trust contributed to a lack of transparency and poor communication that resulted in poor commitment among officers at corps training units. The investigation further revealed that a positive affective state (attitudes and commitment) of leaders is essential in ensuring effective quality management of training.

The potential usefulness of this research may provide insight into how leaders' affective state could be improved to ensure effective quality management. This research may also be of interest to other organizations that conduct in-house training.

The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students.

The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school.

Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects.

The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery.

The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.

The implementation of project-based learning (PBL) activities in the curricula of engineering students has become a consolidated method to improve their skills. The purpose of this paper is to share the experience acquired by the authors from a decennial case-study on a student team PBL activity focused on design and development of human-powered vehicles (HPVs). A review of the project evolution, boundary constraints and management choices could provide inspiration and suggestions to faculty staff that would like to set-up similar experiences for engineering students in their universities.

A student team was funded by the authors in 2008 to gather engineering students interested in design and construction of HPVs. In the past decade, the team has grown from 10 up to 60 students enrolled per year and stimulated to develop a range of HPV designs for sports and mobility. The project management evolved as a consequence to com ply with the growing ambitions of the group and complexity of the goals.

A thorough analysis of factors contributing to the success of the project led to identification of the key factors to increase student participation: persistence of the faculty staff is essential, attending competitions and challenges increases students’ recruitment and formal recognition of the activity through credits and the implementation of intermediate assessment steps increase the active participation rate. Bigger teams reduce the negative impact of recruits eventually abandoning the project in an early stage. Ambitious goals keep students motivated for longer periods and enable a virtuous circle by transferring enthusiasm and knowledge to new members.

The activity is analyzed starting from a subjective experience perspective and some of the findings/conclusions may be not applicable in a different context. However, such review can suggest strategies on the long-term period to create similar conditions elsewhere.

In the last part of the paper, it is pointed out how PBL projects can provide a fertile ground for innovation and lead to patents and development of new products aiming at the market.

This study contributes to provide an insight view of how a student team PBL activity can grow over a decade if guided by faculty staff.