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This paper aims to examine coping approaches used by receivers to deal with failed gift experiences, thereby dealing with misperceptions between givers and receivers that could affect their relationship.

This study uses a sequential, multimethod methodology using background questionnaires, online diary method and 27 semi-structured interviews.

Receivers cope with failed gift experiences through concealing, disclosing or re-evaluating the gift experience. These approaches encompass several coping strategies, allowing receivers to deal with their experiences in ways that help them manage their relationships with givers.

Informants described gift experiences in their own terms without being prompted to talk about coping, thus some insights of coping with failed gifts may have been missed. Multiple data collection methods were used to minimise this limitation, and the research findings suggest new avenues for future research.

The present research helps retailers and brands to minimise gift failure by promoting gifts that emphasise aspects of the giver–receiver relationship, assists givers in their learning from gift failure by making them aware of the receiver’s preferences and reduces the cost of gift failure by offering further opportunities to dispose of unwanted gifts.

This paper contributes to the emerging topic of consumer coping by providing a novel and rounded understanding of coping in the context of failed gift events, identifying new reasons for gift failure, highlighting receivers’ ethical considerations when responding to failed gifts and proposing new insights for the coping literature.

This paper aims to explore gift personalization, i.e. the design of gifts by givers on mass-personalization platforms, from the perspective of the gift recipient.

Given the exploratory objectives of this study, the qualitative approach was deemed suitable. Two complementary qualitative studies (i.e. semi-structured interviews and critical incidents) have been conducted, and the narratives have been thematically analyzed.

Gift recipients value gift personalization because of the utility they derive from the product, as well as the ability of the personalized gift to express the giver. Recipients recognize the capacity of the personalized gift to communicate symbolically the giver; they appreciate not only the enhanced attributes of the end product but also the process that led to it, which is imagined as creative and risky. The inherent expressivity of the personalized gift makes it highly valuable in the recipient’s eyes, even when it fails to please him or her.

This research redefines the boundaries of personalization value based on the perceptions of consumers who are not involved in the design process; highlights implications of personalization for firms targeting givers as users of their mass-personalization platforms; and proposes a research agenda to further investigate personalization in marketing.

Inclusion is meant to address the needs of all students in the classroom including those who are identified as gifted and talented. Unfortunately, this population is often excluded from funding and differentiated support. This chapter addresses the disparities of definitions and legislation for gifted students. Common characteristics including strengths and concerns of the students and gifted education in general will also be discussed. Teachers must learn to effectively implement differentiated instruction as well as choose appropriate curricular models and instructional strategies to make their classroom truly inclusive of all learners. Pull-out, push-in, self-contained setting, cluster grouping, and enrichment programs have all been found to be effective service models for gifted students. Within the environment strategies such as independent study, learning stations, tiered lessons, and problem-based learning can further individualize student learning. Final recommendations on the future of gifted education will be addressed.

The aim of the research presented in this paper is to enhance our understanding of self-gift giving behavior. Self-regulatory theory is used as a conceptual support to achieve this objective. The main idea that is explored is that consumers’ self-gift purchase intentions vary across contexts and situations to the extent that these are compatible or not with their self-regulatory mindset, whether it is chronic or situational.

Two studies, using a scenario-based experiment, were conducted to investigate the effects that regulatory focus has on consumers’ intentions to buy themselves a gift.

The results support the proposition that the chronic form of regulatory focus in success and failure situations has a significant impact on the intention to purchase a gift to oneself and show that the situational form of regulatory focus has an influence on self-gift purchase intention as well. They also confirm that situations that are congruent with consumers’ self-regulatory mindset lead to stronger self-gift purchase intentions.

The main contribution of this research lies in delineating the role that some specific dispositional and situational factors play in shaping consumers’ perceptions of success and failure events and how this impacts the eventual purchase of a gift to oneself. This contrasts with previous research on self-gift giving, where success and failure situations are assumed to be perceived similarly by consumers. Marketing managers wishing to stimulate consumers’ propensity to buy themselves gifts should consider using regulatory focus as a segmentation basis. Marketing communications should be adapted to consumers’ self-regulatory mindset.

The purpose of this study is to determine which level of tangible compensation for a service failure leads to high levels of customer satisfaction for moderate- versus high-involvement services as well as for different conditions of responsibility for the failure and failure severity.

The study is based on a 4 (tangible compensation: gift, discount, credit for future consumption, refund) × 2 (responsibility for the failure: restaurant vs customer) × 2 (failure severity: low vs high) × 2 (involvement: moderate vs high) design using scenarios in a restaurant context.

The results reveal that, for moderate-involvement services, all types of compensation are equally appropriate, except for when customers are responsible for a severe failure. In this condition, they expect tangible compensation of higher benefit. For high-involvement services, the more severe the failure, the higher the benefit of tangible compensation should be, independent of responsibility.

The findings suggest that managers should consider the level of service involvement as well as responsibility for and severity of the failure when choosing the level of tangible compensation.

The results of this study provide new insights into how to choose appropriate and efficient service recovery measures.

In social networking services gift giving, the decision to send a gift is often initiated by spontaneous news about others, who may have recently experienced fortune or misfortune. The purpose of this paper is to show that the valence of the other’s event can affect the empathy experienced by the giver and that the level of empathy affects gift selection behavior.

Study 1 investigated the relationship between empathy and valence of other’s event and the underlying mechanism of changes in self-esteem. Study 2 explored how different levels of empathies lead to different gift selection behavior. Study 3 replicated the results of Study 2 using a different measurement approach.

Across the three studies, findings consistently suggest that the empathy arising from unexpected news of the others’ fortune was lower compared to that of the others’ misfortune because of threats to self-esteem. In addition, greater empathy prompted gift givers to spend more time and effort in gift selection.

Understanding how valence of event experienced by others might motivate givers to engage in selecting a gift online can help retailers increase predictive insights for recommendations.

While past research focused on ritual gift giving, this research examined spontaneous gift giving. The study is also unique in that the empathy gap between the giver and the receiver is a result of the changes in the psychological state of the giver.

This study aims to investigate the process of service gifting (i.e. unexpected upgrades or benefits) and examine why service gifts do not always result in firm-beneficial reciprocal behaviors from consumers.

Through a series of three studies including both scenario-based and game-theory-based experiments, this research proposes and empirically validates a conceptual model that examines the effect of service gifts on firm-beneficial reciprocal behaviors, and the role of collective social connection and norm of positive reciprocity (NPR) in this process.

The findings of this research show that the consumer’s feelings of collective social connection mediate the link between the provision of service gifts and firm-beneficial outcomes. Furthermore, an individual’s adherence to NPR moderates this process. Specifically, individuals with a strong adherence to NPR do not display increases in collective social connection following the receipt of a service gift. Those who are low in NPR follow the expected pattern of increased collective social connection leading to reciprocation.

Future research may further generalize the model to other situations such as high vs low context cultures. Longitudinal field experiments can be used to further investigate collective versus relational social connection, which can be either a by-product or a primary benefit derived from service delivery.

The results of this research reveal the critical role of collective social connection which has been largely ignored in service gifting research. It encourages managers to use service gifting to directly boost consumers collective social connection. Furthermore, it offers managers insight into why service gifts do not always result in firm-beneficial outcomes because of the moderating role of NPR.

The roles of social connection and the norm of reciprocity have been under-studied in both theoretical and empirical work on service gifting. This paper demonstrates that, contrary to traditional thought, those typically expected to reciprocate the most (i.e. high in NPR) may not realize increased collective social connection leading to reciprocation following receipt of a service gift.

This paper aims to explore when and why consumers hold inconsistent and consistent choices between self- and gift-purchases.

Across three paper-based questionnaire experiments, the authors examine how consumers’ preferences for desirability and feasibility vary with purchase types (self- vs gift-purchases) based on the functional theories of attitudes. The authors examine consumers’ attitude functions and their self-monitoring closely associated with chronic attitude functions.

The findings show that the social adjustive function moderates whether consumers hold consistent or inconsistent preferences across the two purchases. Specifically, consumers generally rely more on desirability in gift-purchases than self-purchases, whereas this inconsistent preference only exists when the social adjustive function is comparable or advantaged to the utilitarian function. When the social adjustive function is significantly disadvantaged relative to the utilitarian function, consumers consistently prefer feasibility irrespective of self- or gift-purchases.

The research contributes to the familiar topic of consumers’ choice trade-offs between self- and gift-purchases. It documents the moderating role of the social adjustive function of consumers’ attitudes in whether they hold consistent or inconsistent choices across the two purchases. This extends the extensive research on self-other decisions.

The findings strongly suggest retailers identify or manipulate consumers’ attitude functions to make the attitude functions align with the purchase type when recommending products.

Most relevant literature focuses on exploring choice differences between self- and gift-purchases. This research not only explores the choice differences but also attempts to find the condition under which people’s choices do not differ between the two purchases.

Relational norms, referring to shared values about behavioral rules, distinguish communal and exchange relationships based on different reciprocal expectations between actors. This research explains how reciprocal expectations behind the two relationships trigger gift givers' disparate behavioral goals and further determine their gift choices.

The current work uses three lab experiments (N = 482) and one consumer survey (N = 422) to collect Chinese gifting data. Multiple data-analysis methods – crosstab analysis, ANOVA, linear regression and bootstrapping procedures – confirm the hypotheses.

Gift givers distinguish communal and exchange recipients. When selecting gifts for communal (exchange) recipients, people depended more strongly on rational analyses (intuition), preferring products superior on cognitive (affective) attributions. Further, givers primed to be rational decision-makers by anticipating that recipients would evaluate the gifts immediately in their presence, regardless of the communal or exchange context, preferred cognitively superior products.

From a managerial perspective, marketers can make targeted recommendations by highlighting the appropriate attribute dimension (cognitive or affective) after learning givers' reciprocal expectations.

This work contributes to the gift-giving literature by revealing the direct link between gifting goals and gift choices, extending the understanding of consumers' gift-selection strategies.

Some students with documented learning needs (e.g., learning disabilities, physical challenges) receive strong support through the legislation, funding, and accountability systems associated with the Individuals with Disabilities Education Act (IDEA, 2004) and Section 504 of the Rehabilitation Act (1973). However, in the absence of supportive federal policy, other students with documented learning needs (e.g., high cognitive ability) experience varying levels of support due to differences in state and local policies, funding, and accountability requirements. These differences are due in large part to misconceptions about students with advanced learning needs (e.g., that they can meet grade-level standards without intervention) and equity concerns (e.g., students with the greatest perceived needs should be served first). Special education has a long history of alleviating educational mismatches by preparing students for challenging learning opportunities, providing classroom support structures, and monitoring educational placements through a system of regular evaluation and adjustment. Students served in gifted and talented education can benefit from these same asset-based, sociocultural approaches. However, efforts to support students with advanced learning needs are more likely to be consistently and successfully applied if they are backed by changes to existing policies, funding, and accountability systems.