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The purpose of this paper is to explore the mental health literacy of students. This study is part of the growing interest in mental health literacy among young people.

Over 400 university students indicated their knowledge of over 90 psychiatric illnesses labels derived from DSM:IV. They rated disorders on six questions concerning whether they had heard of the disorder; knew anybody with it; could define or describe it; knew what causes it; whether those with it can be cured; and whether it is common.

On average, participants had heard of just over one‐third of the various illnesses. Those who rated the conditions as more common deemed them to have more known causes and to be more curable. Emotionally intelligent, open‐to‐experience females who had studied relevant academic subjects claimed to be better informed. The participant's age and personality, as well as whether they had studied clinical psychology, related to their awareness.

The paper favours recognition of mental disorders over an attempt to understand how well young people understand mental illness.

No study has attempted this methodology in the study of mental health literacy.

In the second of two articles, the potential of the internet for child victimisation by paedophiles and the challenges for controls that the technology poses are discussed. The links between the availability of imagery and the actual practice of paedophilia are considered and the problems of legal definition and control policies are outlined. The article concludes by outlining some controls presently available and makes suggestions for improved policing.

Discusses the relevance of formal marketing information systems for services marketing. Examines information technology and its potential for services marketing, presenting a design for an integrated services marketing information system. Examines emerging technologies and their applications to service marketing problems. Considers the overlap between marketing and operations for service businesses. Concludes with a discussion of an implementation vector for exploiting the benefits of this overlap and of related managerial issues.

The aim of this paper is to examine factors that motivate Chinese students' attitudes and perceptions relating to their internet entrepreneurship intentions (IEIs).

This paper is based on the results of a survey of students studying at three universities in China. It explores gender, household incomes, study disciplines, online activities as well as other factors that might influence their internet entrepreneurship intentions.

It emerges that demographic factors such as gender, household incomes and student status are positively related to their IEIs. The disciplines that a student studies, information and communication technology (ICT) courses and online shopping experiences significantly impact on their IEIs.

The results of this research study provide empirically rigorous evidence for understanding the reasons why some students in Chinese HEIs are more likely than others to become internet entrepreneurs.

Although the survey focuses on respondents studying in Chinese HEIs, the results of this research study could prove useful for entrepreneurship educators in industrially developed and developing countries.

The purpose of this paper is to develop a model to assess participant satisfaction of a teaching and learning experience. Additionally, the way innate psychological needs influence the satisfaction formation process will be examined.

A cross-sectional, quantitative approach was chosen and path analysis and t-tests were used to analyze the data.

Satisfaction is formed by two related constructs, emotions and perception of quality, and together explained 53 percent of the variance in satisfaction. Higher levels of psychological need fulfillment were shown to positively influence emotions and quality perceptions and indirectly influence satisfaction judgements.

These findings have relevance for education and training providers. First, they provide a comprehensive way for educationists to manage and measure satisfaction.

Many teaching and learning evaluations are based on quality judgement and single measure of satisfaction. This study shows the important role positive and negative emotions play in determining satisfaction judgements. Additionally, and for the first time, the influence of different levels of psychological need fulfillment on satisfaction has been reported.

The purpose of this study is to investigate the effects of an emotional intelligence (EI) training program on: the EI of service providers; and the service quality provided by employees who have received such training.

Employees of five branches of a large public‐sector bank in Iran are randomly selected as the “treatment group” to undertake a tailored eight‐session EI training program, while employees of another homogenous sample of five branches are selected as the “control group” (involving no EI training). EI is measured by the ECI‐2 instrument before and after training. Two samples of customers (150 customers of the “treatment branches” and 150 customers of the “control branches”) are utilised to evaluate the perceived service quality of both groups of branches before the training and two months after the training.

One of four dimensions of EI (“relationship management”) is found to be enhanced by EI training. Moreover, the EI training program is shown to result in improved service quality in terms of both overall service quality and its four dimensions (“reliability”, “responsiveness”, “assurance”, and “empathy”).

Operational constraints prevented a second assessment of the EI of employees in the control group. The post‐training evaluations had to be conducted shortly after the training finished, thus preventing an assessment of longer‐term effects.

This is one of the first studies to have undertaken empirical investigation of the effectiveness of EI training in a service setting.