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To measure the relationships between varieties of patriotism and fan reactions to anthem-linked athlete activism and to test the effects of teammate allyship.

In this study of US sport fans (n = 519), the authors examine whether two varieties of patriotism—the affective “symbolic patriotism” and the cognitive “uncritical patriotism”—might explain fans' reactions (support v. opposition) to anthem-linked athlete activism. The authors also consider whether fans' acceptance of nonactivist teammate allyship moderates patriotism influences on those reactions.

Using partial least squares structural equation modelling (PLS-SEM), the authors posit and show that fans' reactions to athlete activism are driven more strongly by uncritical patriotism than by symbolic patriotism. The authors also show that fans' acceptance of nonactivist teammate allyship significantly moderate the strength and direction of fans' reactions to athlete activism.

The authors contribute substantive, new knowledge into the sways of athlete activism, teammate allyship and fan patriotism within the sport world. By way of novel heterotrait-monotrait ratio of correlations, the authors show evidence of discriminant validities of symbolic patriotism and uncritical patriotism. Using PLS-SEM moderation tests, the authors also show that fans' acceptance of teammate allyship moderates the influences of these patriotism types differently.

Few empirical studies to date have investigated sport fans' reactions to athletes' displays of social activism (e.g. taking a knee to protest racism).

Coercive control (which is a form of intimate partner violence [IPV]) is a significant public health concern affecting millions of people throughout the world. Whilst exposure to IPV in childhood and adolescence has been shown to contribute to the intergenerational transmission of IPV, this alone does not explain IPV. A range of bio-psycho-social factors contribute to IPV which includes exposure to peer influence on social media platforms, whereby research has shown this online expression of views and opinions can change off-line behaviour. This has extended to not only purchasing products but also influencing attitudes in relation to illegal behaviour such as sexual harassment and sexual assault. The purpose of this study was to explore what young people are being exposed to online, through social media, surrounding coercive controlling behaviour.

According to Fazel et al. (2021), real-time social media data can provide important information about trends in public attitudes and attitudes towards events in the news. This study used data from Twitter to explore what adolescents are being exposed to online surrounding coercive and controlling behaviour. The data was subsequently analysed using reflexive thematic analysis.

Three overarching themes were found in relation to coercive control: the Educator; Gaslighter; and the Comedian. Two of these were forms of secondary victimisation.

Social media provides a powerful platform through which people’s attitudes and behaviours may be influenced both positively and negatively in relation to socio-political issues (Lozano-Blasco et al., 2022). The implications of the findings in this study are discussed with recommendations for how social media platforms could be supported to act prevent them from being used as a tool to facilitate the distribution of hate speech in relation to IPV and instead be used as a platform for psycho-education.

Previous research in this field has tended to focus on the impact of IPV and the prevalence rates of IPV in young people, but not on the different types of information young people may be exposed to surrounding relationships on social media platforms.

This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system.

A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data.

The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard.

The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.

The purpose of this study is to develop an integrated approach to evaluating corporate foresight (CF) studies at all stages of its implementation and to test this approach using the example of a Russian state-owned corporation.

The use of foresight by companies as a part of their strategic activities is growing but still rather limited. To increase the effectiveness of foresight at the corporate level and ensure its justification, special approaches and criteria for its evaluation should be developed. To develop the approach to evaluation of CF which would be useful at all stages of foresight realization, at first, the authors focused the authors’ attention on identification of main challenges, problem and barriers, which arise during foresight process on the one hand, and exploring success factors and lessons learnt from different case studies on the other hand. On the basis of this literature analysis, the authors have formed a long list of evaluation criteria, which reflect accumulated experience in the field and all-important aspects to make foresight project successful and effective. On the next step, the authors related these criteria with stages of foresight realization and evaluation category. For pilot testing of this methodology, the authors used a case of Russian state-owned corporation.

This paper has presented an integrated approach to the evaluation of CF projects. The logic of the evaluation process of CF at all stages of its implementation is proposed; key evaluation topics (concept, objectives, project team, design of the project, project methodology, stakeholders, implementation, resources, results and its dissemination, effects and impact and barriers) are identified, and the corresponding sets of criteria are formed.

The originality of the work lies in using a wide experience of national foresight studies evaluation for corporations. The suggested approach could be used as a framework for CF evaluation. It was tested on the Russian state-owned company RussX.