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The purpose of this paper is to identify the components of logistics value and examine their influence on customer satisfaction in e-commerce. This study investigates the moderation effect between those two variables using the overall service level in the different industries of e-commerce.

A total of 592 correctly filled questionnaires from telephone and web interviews (computer-assisted telephone interviews and computer-assisted web interviews) were scrutinized. Hierarchical linear modeling (as a part of a wider group of multilevel modeling studies) was used to verify the dependencies between variables from an organization and industry levels.

The logistics factors indicated and described in the paper differently affect the value for the customer. This value is subjective and dynamic. For this reason, the online seller should develop a system to create a sustainable value proposition. It is plausible due to the possibility of choosing the type of delivery, date of collection and change thereof, as well as that of returning the product. Because of all this, the customer decides on the way of the order execution and creates the value chain.

The developed model is aimed at identifying universal relationships that create the customer satisfaction mechanism for the logistics value. However, this may result in other aspects of customer satisfaction being neglected. The authors are aware that the creation of value by a company in e-commerce must be approached in a systematic manner.

The results obtained and the representativeness of the surveyed sample of companies lead to the formulation of implications for business practice. The conclusions of the research definitely indicate a need to build awareness of logistics value and its influence on customer satisfaction through the service level in the industry. Because of the identified components of the logistics value and industry characteristics, managers of online retailers can better run their businesses, increase customer satisfaction, and thus improve their performance.

It is the first study that concerns e-commerce in individual industries, with particular emphasis on logistics and its impact on customer satisfaction.

This paper aims to discuss multilevel modeling for longitudinal data, clarifying the circumstances in which they can be used.

The authors estimate three-level models with repeated measures, offering conditions for their correct interpretation.

From the concepts and techniques presented, the authors can propose models, in which it is possible to identify the fixed and random effects on the dependent variable, understand the variance decomposition of multilevel random effects, test alternative covariance structures to account for heteroskedasticity and calculate and interpret the intraclass correlations of each analysis level.

Understanding how nested data structures and data with repeated measures work enables researchers and managers to define several types of constructs from which multilevel models can be used.

Constructive deviance is a behavior that can contribute to the effectiveness of an organization despite its problematic nature. Too few studies have examined the correlates of this behavior. The purpose of this study is to examine variables that represent exchange and organizational culture and their relationship to supervisor-reported and self-reported constructive deviance.

The survey data were collected from 602 employees (a response rate of 67 per cent) in a large municipality in central Israel. Hierarchical linear modeling (HLM) analyses were performed for each of the dependent variables (three self-reported constructive deviances and three supervisor-reported constructive deviance) controlling for divisions and departments.

The findings showed that self-reported constructive deviance was explained much better by the independent variables than supervisor-reported deviance. Organizational justice and moral identity had a strong direct effect on constructive deviance (self-reported). The mediation effect showed that an organizational climate for innovation had the strongest mediation effect among the mediators. Psychological contract breach was found to have a limited effect on constructive deviance.

Organizations should encourage procedural justice to encourage their employees to act in support of the organization, whether openly (formal performance) or more secretly (constructive deviance). Also, organizations should support innovation climate if they want to increase constructive deviance of their employees.

In a time when innovation and creativity are gaining increasing importance as behaviors that contribute to organizational success, more research on constructive deviance is expected. This study increases our understanding of this important concept stimulates additional studies of it.

An individual engages in a façade of conformity by attempting to appear to embrace their organization's values when, in truth, they do not. While numerous studies investigate the negative outcomes associated with facades of conformity, fewer studies consider its antecedents. Therefore, this study aims to investigate the association between diversity-related influences – including individuals' beliefs, other unit members' beliefs, unit gender diversity and unit racial diversity – and individuals' propensities to engage in a façade of conformity.

This paper administered an online survey to 2,122 employees nested within 151 units located at a hospital site located in the southeastern United States. Hierarchical linear modeling and relative weights analyses were used to test the study hypotheses which aimed to determine how objective diversity and perceptions associated with diversity increase or diminish facades of conformity.

In this paper individuals' and other unit members' beliefs that their organization values diversity were negatively associated with facades of conformity; however, there was a positive association between unit gender diversity and facades of conformity. There were no statistically significant associations involving unit racial diversity or interactive effects. Overall, the results indicate that it is less likely that employees will engage in façades of conformity when diversity is valued within organizations.

By further expanding understanding of the concept of façades of conformity within the humanities and social sciences literature, this study highlight the importance of allowing and encouraging employees to “be themselves.”

This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the mediating role. Two most commonly used leadership styles, instructional leadership (IL) and distributed leadership (DL), were analyzed using a multilevel design, i.e. teachers are nested within schools.

The proposed model was validated using data of Taiwan TALIS 2018 collected from both teachers and principals and analyzed using hierarchical linear modeling.

Results showed that IL and DL influence teacher professional collaboration through different paths. IL had a significant direct impact on teacher professional collaboration alone, while DL had a significant direct impact on both teachers' collective innovativeness and their professional collaboration. While TSE had a direct effect on collective teacher innovativeness, TSE and collective teacher innovativeness had a direct effect on teacher professional collaboration.

This study highlights the significant impact of principal leadership as both principals and teachers work in the same environment and culture co-shaped through the interaction and collaboration. Research evidence regarding the effects of IL and DL on teacher professional collaboration is limited; this is even less evidential when the indirect effects of variables mediating between school leadership and teacher outcomes, including teacher collective innovativeness and TSE, are added to the total effects. The present findings provide useful references for principals and teachers when promoting professional collaboration to achieve desired outcomes in school and student improvement.

Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue.

Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures.

Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms.

Applications to teacher professional development, and both limitations and suggestions for future research are considered.

This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

This study investigated how behavioral and emotional forms of engagement are associated with faculty support and student-faculty interactions among engineering students.

Quantitative research methods were used to analyze survey data from 781 undergraduates in seven large undergraduate engineering courses. Linear hierarchical regression models were used to evaluate the relationships between demographics (gender, race/ethnicity, family education, US status and transfer status) and student engagement and between faculty behaviors and engagement.

Faculty support was consistently, significantly and positively linked to all forms of student engagement, while student-faculty interactions were significantly and positively linked to effort and positive emotional engagement and negatively linked to attention and (an absence of) negative emotional engagement. Gender, race/ethnicity, international student status and transfer status significantly predicted at least one form of engagement.

Although this was a single institution study and cross-sectional, the findings suggest that faculty support and student-faculty interactions, while important for engagement, have different effects on different types of students. Faculty and teacher professional development efforts should raise awareness of these differences in order to enhance diversity and inclusion in engineering courses and curricula at all levels.

The analysis of behavioral and emotional forms of engagement represents more of a motivational lens on engagement in contrast to the traditional focus on time-on-task or time spent in fruitful educational practices, as is the norm with much of the engagement literature in higher education.