Search results

This paper aims to investigate the adverse effects of addiction to social media usage on expatriates' cultural identity change in cross-cultural settings.

A questionnaire survey was conducted in two public universities in China. Among the questionnaires distributed, 333 useful responses were obtained from international students for data analysis.

Regression results show addiction to social media usage exerts adverse effects by negatively moderating the relationship between associations with locals and the three dimensions of cultural intelligence. Addiction to social media usage impairs expatriates from developing cultural intelligence from associations with locals, which in turn affects their cultural identity change.

Research findings suggest that expatriates, administrators and educators should be highly aware of the adverse effects of addiction to social media usage in complex cross-cultural settings wherein expatriates are more dependent on information technology. The important role of cultural intelligence should also be highlighted for its bridging role in managing cultural identity change for acculturation purpose. No causal relationships between variables can be established considering the cross-sectional design of the research. Longitudinal or experimental design could be a promising methodology for future efforts.

The current research contributes to the knowledge on information management applied to cross-cultural settings. The present study combines an IT contingent view with cross-cultural study to explore the adverse effects of addiction to social media usage on the development of expatriates' cultural intelligence from associations with locals, thereby influencing cultural identity change. The research provides new perspectives to expand the nomological framework of cross-cultural studies by combining the enabling roles of information technology.

Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.

This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.

Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.

The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.

Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

This study aims to investigate the effect of healthy food advertising (HFA) in preventing obesity (measured using the healthy eating attitude and perceived self-regulatory success) through the meta-cognitive role of consumer wisdom (CW). The meta-cognitive role of CW to better promote healthy eating attitude and behavior is relevant and underexplored.

Data were collected from 310 young consumers through an online survey. Reliability and validity were established using confirmatory factor analysis, and hypotheses were analyzed through structural equation modeling using MPlus V8.3.

The results reveal that HFA has a positive influence on all dimensions of CW: responsibility, purpose, perspective, reasoning and sustainability. All dimensions but one augment a positive healthy eating attitude, but only responsibility and sustainability enhance consumers’ self-regulatory success. The findings show that HFA does not directly prevent obesity, but CW mediates the relationship between that advertising and obesity prevention. These findings show that CW establishes a mindful connection between HFA and obesity control.

This research extends the theory of CW in the context of healthful eating and contributes significantly to the advertising, hospitality and obesity literature.

This study also has implications for multiple stakeholders, including consumers, restaurant operators, hospitality managers, brand managers, the government and society in general.

To the best of the authors’ knowledge, this study marks the first attempt to investigate the role of CW in preventing obesity. It is also the first study to examine the relationships of HFA with CW and a healthful attitude toward eating.

Emotional appraisal is an act of sense making: What does a particular event mean for me? It is not the event itself – but rather an individual's subjective evaluation of the event – that elicits and shapes emotions (Scherer, 1997b). Thus, appraisal is the crucial first step in the emotion process, and describes how we attend, interpret and ascribe meaning to a given event or stimulus. First, emotional appraisal requires attention; given cognitive limits, we must prioritize which events are even worthy of our notice. Second, we must code the event, interpreting its meaning, and in particular its implications for the self (Mesquita & Frijda, 1992). If another person in a team environment is being rude, how one interprets the personal significance of this behavior may change significantly the emotional response – for example, whether the rude individual is a teammate, a customer, a supplier, or a competitor, and whether the rude behavior is directed at an innocent bystander or an instigator. Likewise, a bear approaching a campsite may elicit fear, but the same bear in a zoo could result in delight. Often the cognitive evaluation of stimuli associated with emotional appraisal occurs so quickly and automatically, before our conscious awareness, that we may be unaware of this individual component of the unfolding process. However, even in such cases, we can see the role of appraisal processes by examining, for example, how emotional reactions change over time and vary from person to person. An event that may have caused great embarrassment during youth might in adulthood leave one unfazed, and an event that makes one person angry might make another person sad. Indeed, it can be the lack of conscious awareness of the appraisal process – and the sense that appraisal is clear and lacking a subjective interpretive lens – that prevents individuals from questioning and evaluating it. This results in a particular challenge to reconciling colleagues’ often vastly differing emotional appraisals.

This study aims to trace methods that help to develop the reflective behaviour that is necessary for identifying and describing learning processes in organisations that focus on improvement and innovation.

An extensive literature review results in the characteristics of reflection when reflection is used to trace learning processes in innovation. This results in five characteristics. Literature on research methodology is reviewed in order to find methods that promote this reflective behaviour. These methods are analysed to find out to what extent they contain the characteristics for reflection in innovation processes.

The literature review leads to five elements that characterise reflective behaviour in innovation processes. It offers a description of several methods that can be used to identify learning processes. The main conclusion is that hardly any method contains all five characteristics for adequate reflective behaviour.

The current study mainly reviewed research methodologies and no other methods that actively promote reflection.

The findings offer concrete guidance for practitioners how to encourage reflective behaviour and innovation processes.

The paper refers to the interest of both research and practice. From the research point of view it presents a variety of methods for analysing learning processes in order to deepen our knowledge with respect to these processes. From the practice point of view, it offers concrete methods that enable participants to develop reflective skills that help them to become more knowledge productive.

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

The purpose of this paper is to establish the relationship of emotional intelligence with the cultural quotient (CQ) and change readiness of Indian managers in the service sector.

Using purposive sampling, data were collected from 109 middle-level managers of the Indian service sector, comprising of top five contributing industries to the GDP of India (retail, real estate, banking and insurance, information technology and tourism). Emotional quotient (EQ) was measured by using the Emotional Intelligence Scale by Singh (2004), Cultural Intelligence Scale by Ang and Dyne (2008) was used to calculate CQ, and for measuring change readiness, Change Readiness Questionnaire developed by Kriegel and Brandt (1996) was used.

EQ has a significant and positive relationship with CQ (r=0.537) and the subscales of CQ are positively related with EQ. EQ is significantly positively related with change readiness (r=0.513) and the subscales of change readiness are also positively related with EQ.

The research is limited to only 109 middle-level Indian managers of the service sector.

Training of managers on Emotional Intelligence can lead to better handling of conflict and erase misunderstandings because of cultural diversities and could also help managers to deal with change more effectively and appropriately.

This paper aims to explore the growing field of the teaching of mindfulness to young people, looking at its social and policy context, its applications, and other areas of work that it might support and within which it might fit. It focuses particularly on the state of the current evidence for such teaching and the conclusions that can be drawn from it.

The paper is a literature review, drawing mainly on the 20 or so significant and good quality studies (i.e. those with significant numbers of participants, published in peer‐reviewed journals) that make up the evidence base for mindfulness and the young, along with some comments on the policy context into which mindfulness can and might fit.

Work on mindfulness with young people is popular with both staff and students, has a developing presence and can be effective in promoting a very wide range of outcomes. When well taught and when practised regularly, it has been shown to be capable of improving mental health and well‐being, mood, self‐esteem, self‐regulation, positive behaviour and academic learning. There are many possible promising locations for mindfulness within mainstream education and the health services, including work to improve on mental health and well‐being for staff and students, social and emotional learning, special education and mainstream subject based work.

Mindfulness is a new and growth area. Work with adults is well developed with a convincing evidence base, but work with the young, although developing rapidly, is much younger and this review is one of only a handful attempting to bring it to wider professional awareness.

The study aims to investigate customers' emotional and behavioral responses to price promotion in omnichannel retailing through the integration of the expectancy-disconfirmation theory, feelings-as-information-theory and regret regulation theory.

An online survey was designed in Qualtrics and distributed by an online survey to collect data from 786 (main study) and 150 (a follow-up study) customers from the USA. The participants were randomly assigned to different scenarios related to the need to purchase a toothbrush, laptop or health supplement. After the first purchase, the participants received a discount on the same product that has just been purchased. The discount can be used at an online store or a physical store. The three levels of price promotion after the purchase were 10% (low), 25% (moderate) and 50% (high).

The study found that consumers are likely to feel more surprised and less discontented when being offered a higher discount. The emotions further significantly impact their anticipated regret. Further, different discount levels influence patronage intention and omnichannel usage via emotional responses and anticipated regret. These relationships are moderated by product involvement.

The study extends knowledge of price promotion and provides insights that can assist retailers in increasing the effectiveness of their sales promotion strategy. Addressing the lacuna in the current literature, which predominantly focuses on the cost and benefits analysis of sales promotion, the study revealed that cross-channel price promotion results in consumers' sophisticated emotional responses.