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An extensive research base supports the positive effects of self-monitoring interventions on a number of student outcomes, both academic and behavioral. While the vast majority of this research base relied on traditional paper-and-pencil forms of self-monitoring, advances in technology have created significant opportunities to develop technology-based self-monitoring (TBSM) systems that may offer a number of benefits in terms of efficiency and data management, storing, and graphing. Technology-based self-management applications have evolved and been studied extensively in health-related fields, but research and development for such applications is only beginning in the field of education. In this chapter we (1) provide a brief overview of the literature on traditional forms of self-monitoring, (2) examine how educators and educational researchers may apply lessons learned about TBSM from the medical field, (3) summarize emerging literature on TBSM for students with or at risk for emotional/behavioral disorders in particular, and (4) offer suggestions for future research and development in TBSM.

The purpose of this study is to provide preliminary insights into the relationships between self-monitoring, emotional expressivity, emotional labor, felt leader authenticity, and authentic leadership (AL) within a unique context – West Texas Baptist congregations. Using a sample of 40 Baptist pastors, we employed survey research methods and correlational analyses to explore the focal relationships. Our results revealed that self-monitoring is positively correlated with surface acting, yet negatively associated with AL, within our sample of West Texas Baptist pastors. Emotional expressivity is negatively related to surface acting, but not deep acting, and positively related to genuine emotional displays. We also found that surface acting is negatively associated with genuine emotion displays and felt authenticity, while felt authenticity and AL are positively correlated. However, no relationships between self-monitoring, deep acting, felt authenticity, and AL were revealed. Thus, we identified cases where leader authenticity may be threatened within an organizational context with strong emotional display rules, suggesting a boundary condition for AL. Additionally, we advance propositions gleaned from our research regarding the influence of the omnibus (e.g., community religiosity) and discrete context on leader emotional labor and authenticity. We conclude with practical recommendations for leaders seeking to balance authenticity with emotional display rules associated with unique roles and contexts, as well as recommendations for scholars seeking to conduct research in such settings. We also provide candid insights regarding the challenges we encountered in researching leader authenticity within a highly religious context.

Self-monitoring has become one of the most widely employed self-control procedures in special education for students with learning disabilities and emotional or behavioral disorders. Although its success has been documented across age groups, settings, and diverse applications, researchers have continued to study the question of whether focusing self-monitoring on certain target behaviors – particularly attention to task or academic performance – will yield superior outcomes for students. We review 11 available studies that have examined this issue, classifying each study according to the ways in which the researchers had students monitor their own behavior. The results show only small differences among the different methods and indicate a need for teachers to continue exercising professional judgment in planning the use of self-monitoring.

Digital self-expression, recently one of the most important research themes, is currently under-researched. In this context, this study aims to propose a parsimonious research model of self-extension tendency, its drivers and its outcomes. The model is tested in the context of social media engagement intentions (liking, sharing and commenting) with focal brands and across individualist versus collectivist cultures.

The model is tested in two individualist cultures (N = 230 and 232) and two collectivist cultures (N = 232 and 237) by conducting surveys in four countries (Australia, USA, Qatar and India). Nike and Ray-Ban are the focal brands studied, with Facebook serving as the targeted social networking site (SNS) platform.

Self-monitoring and self-esteem are found to drive the self-extension tendency across cultures, with stronger effects in the individualist culture than in the collectivist culture. The self-extension tendency has a relatively stronger positive influence on social media engagement intentions in the individualist culture than in the collectivist culture. This tendency is also found to mediate the link between self-monitoring, self-extension and social media engagement intentions across both cultures, albeit in different ways. In collectivist culture, self-monitoring’s influence on the self-extension tendency is moderated by public self-consciousness. The study’s findings have important theoretical and practical implications. In individualist culture, self-monitoring’s influence on the self-extension tendency is moderated by public self-consciousness.

The present findings confirm that the tendency to incorporate the brand into one’s self-concept and to further extend the self is indeed contingent on one’s cultural background. The role of public self-consciousness may vary between individualist and collectivist cultures, something recommended by past research for empirical testing.

Managers can leverage this research model to entice pro-brand social media engagement by nurturing consumers’ digital selves in terms of maneuvering their self-extension tendency and its drivers, namely, self-monitoring and self-esteem. Second, promoting the self-extension tendency and its drivers varies across cultures, with this finding offering practical cultural nuances supporting marketing managers’ decisions.

This is one of the pioneering studies that tests a cross-cultural parsimonious model based on theories of self-extension, self-monitoring and self-esteem, especially within the context of brand engagement intentions on an SNS platform.

People differ in the extent to which they dispositionally monitor their projected images, expressive behavior and self-presentation according to the contingencies of the situations. Building on Snyder’s self-monitoring theory, this paper aims to assess the influences of self-monitoring on entrepreneurial intention and explain the process responsible for these effects. Because high self-monitors and low self-monitors differ in their ability to adapt their self-presentation and patterns of behaviors to the contingencies of the situation, it was reasonable to suspect that chameleon-like high self-monitors will be more prone to entrepreneurship than true-to-themselves low self-monitors.

Based on a sample of 296 respondents, a self-administered questionnaire assessing the attitude toward entrepreneurship, risk aversion, entrepreneurial intentions and the four dimensions of self-monitoring (acting ability, extraversion, other-directedness and speaking ability), and other control variables was conducted.

The findings of this study generally support that self-monitoring has relevance in predicting an individual’s entrepreneurial intentions. Because high self-monitors have more acting and speaking abilities, are more extroverted and are more concerned with how others perceive them than are low self-monitors, they would be more likely to start a business and become business owners as they possess favorable attitudes toward entrepreneurship. The overall result regarding risk aversion fails to support a mediating relationship between self-monitoring and entrepreneurial intentions. However, at the same time, the findings confirm that risk aversion directly reduces entrepreneurial intention.

The findings expand the implementation of Snyder’s self-monitoring theory in the entrepreneurship arena and make an important contribution to the many additions and alterations that have been implemented to the theory of planned behavior in the entrepreneurship literature to better explain entrepreneurial intentions and behaviors. The results add to these works by demonstrating that self-monitoring is a trait that influences the attitude toward entrepreneurship. Also, attitude toward entrepreneurship was found to be a mediator of the relationship between self-monitoring and entrepreneurial intentions. The limitation concerns the use of a convenience sample of students and cross-sectional data.

The outcomes of this study suggest greater utility for developers of educational curriculums, training programs and start-up knowledge in entrepreneurship. Targeting high self-monitors for training and educational programs in entrepreneurship and including the dimensions of self-monitoring, particularly acting abilities, speaking abilities, extraversion and other-directedness, in entrepreneurship training content will make these programs more successful, offered to the correct target and able to provide personalized content. Building on these results, governments, policymakers, nonprofit organizations and universities who are concerned about the encouragement of entrepreneurial spirit might take advantage of self-monitoring in their awareness advertising campaigns.

Past research in psychology, management and marketing has provided empirical support for the major propositions of Snyder’s self-monitoring theory. Largely unaddressed, however, is the question of whether self-monitoring might be a driver to take steps to start a business. To the best of the author’s knowledge, this study is among the first studies – if not the first – to provide evidence that self-monitoring leads to more favorable attitudes and intentions in the entrepreneurship domain. The positive effects found here increase the importance of self-monitoring as an individual-difference construct that broadens the knowledge of why some people are more predisposed to entrepreneurship.

This research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching.

Based on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members’ self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching.

The quantitative analysis conducted using multiple regression directed that the faculty’s contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members’ self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges.

This study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times.

To ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students’ teaching, learning and needs.

This study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both-theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

This study aims to broaden understanding of why customers engage in helping and feedback citizenship behaviours. Beyond traditional attitude–behaviour relationships, limited insight is available on the additional role of symbolic factors, such as self-congruence perceptions, in motivating citizenship behaviours. Literature further suggests self-monitoring affects social behaviours, yet extant research has not accounted for this personality trait’s moderating influence on customer helping and feedback citizenship behaviours. Accordingly, a research model is developed, providing novel insight into factors promoting helping and feedback citizenship behaviours and the moderating role of self-monitoring in a ride-hailing service context.

The research is guided by self-monitoring literature and the social exchange and similarity-attraction theories. Survey data from 609 ride-hailing customers in an emerging market country is analysed using multi-group confirmatory factor analysis and structural equation modelling, and the chi-square difference test.

This study shows that perceived justice (a cognitive attitudinal factor) influences helping citizenship intention in the low self-monitoring group, while self-congruity (a symbolic factor) affects helping and feedback citizenship intention in the high self-monitoring group. Affective commitment towards the ride-hailing brand (an affective attitudinal factor) does not impact customer citizenship intentions.

Although customers may be interested in brands’ functional and symbolic benefits, positive attitudes about the service experienced motivate low self-monitors, while a symbolic-driven factor like self-congruence is more successful in motivating high self-monitors to engage in customer citizenship behaviours.

Novel insight is obtained into the additional influence of self-congruity on customer citizenship behaviours, a neglected factor in extant research involving customer citizenship behaviours that is explained by the similarity-attraction theory. Furthermore, this study provides a pioneering view of the relevance of the self-monitoring theory in moderating customer citizenship behaviours, specifically in ride-hailing services.

This study examines the contextual variables that can curb the negative effects of role conflict on job satisfaction and enhance the positive effect of job satisfaction on creativity and service performance. More specifically, adopting the job demands-resources theory, the authors explore the interactive effect of frontline employee (FLE) self-monitoring and FLE-manager trust on the relationship between role conflict and job satisfaction. Extending this line of inquiry, the authors adopt social identity theory and analyze the moderating effect of FLE-manager identification on the relationship between job satisfaction and creativity and between job satisfaction and service performance.

Dyadic data utilizing 122 responses from FLEs and their managers were obtained from FLEs working with a major financial services firm in India. Structural equation modeling and PLS were used to assess the hypothesized relationships.

The negative relationship between role conflict and job satisfaction is reduced at higher levels of FLE self-monitoring and FLE-manager trust. Furthermore, FLE manager identification accentuates the effect of job satisfaction on creativity and service performance.

Organizations should invest in developing FLEs' personal and job-related resources to reduce the deleterious effects of role conflicts on FLEs' job outcomes. Specifically, managers should hire FLEs who are high in self-monitoring while enhancing FLE-manager trust and FLE-manager identification.

Role conflict is inevitable in a service job and can have serious negative downstream consequences. Hence, the study explores the important contextual factors that can help an organization develop policies to reduce the negative effects of role conflict.

This study aims to investigate self‐monitoring as a moderator of the relationship between organizational position and perceptions of individual effort.

A total of 133 students were randomly assigned to organizations of 12‐15 members. Each organization completed three projects in 14 weeks. Each student served in one position: management or non‐management. Participants also rated the effort of organizational members and then responded to items on the Self‐monitoring Scale.

Persons in management were rated as giving more effort than persons in non‐management. Self‐monitoring moderated the relationship between organizational position and perceptions of effort. Organizational members perceived high self‐monitors (HSMs) in management as giving more effort than HSMs in non‐management. In contrast, there was no difference in perceived effort of low self‐monitors (LSMs) across positions.

By using students instead of actual employees working in project teams, the results may not generalize to all organizations. Because job performance is a multidimensional construct, findings may have limited application to very specific aspects of contextual performance.

These findings provide support for self‐monitoring as a moderator of organizational position and performance. This helps to reconcile debate about predicting behavior for cross‐situationally consistent LSMs and cross‐situationally variable HSMs. Implications for performance appraisals and differential prediction of criteria are discussed.