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This study aims to understand how social experience influences social entrepreneurial (SE) intentions through different types of self-referent beliefs and how gender affects this mechanism.

To test this study’s conceptual model, the authors conducted an online survey and recruited respondents via Amazon’s Mechanical Turk. This study’s analysis is based on 743 responses. This study used structural equation modeling to test the main hypotheses, conducted decomposition tests using the bootstrapping method to test mediation effects via self-referent beliefs and executed multi-group analyses to examine gender-moderated mediation effects.

The results confirm that social experience significantly influences all three types of self-referent beliefs (entrepreneurial self-efficacy, SE self-efficacy and self-esteem). Furthermore, the mediating relationship across social experience, self-efficacies, and SE intentions is moderated by gender, as the relationships between social experience and self-efficacies are stronger for women than for men.

A clear gender gap exists in the way how social experience affects perceptual variables (self-referent beliefs), providing a practical suggestion to reduce the perceptual gender gap in social entrepreneurial contexts. This study also reveals the mediating mechanism across social experience, self-efficacies and SE intentions, also highlighting the importance of domain specific self-efficacies. This study’s findings support and extend Milliken’s (1987) framing of three distinct types of uncertainty to explain how individuals form SE intentions.

While facing challenges and crises in the leadership of schools, school administrators need to have three vital characteristics: up-to-date knowledge, relevant skills, and sound dispositions. Self-referent dispositions that refer to thoughts and feelings about one's knowledge and skills play a key role in the success of professionals in carrying out day-to-day activities. One self-referent construct is self-efficacy, which pertains to a person's confidence in their knowledge and skills. This chapter discusses social cognitive theory, in general, and self-efficacy, in particular, to describe how the self-efficacy construct is relevant to school administrators’ ability to lead schools.

The purpose of this paper is to explore how the shoppers’ social value perception affects their purchase intention in online shopping context through its distinct role and relationships with other value dimensions. The moderating effect of the characteristics of other members on the relationship among value dimensions and the difference of value perception between experienced and inexperienced members were also tested to identify the boundary conditions of the proposed model.

The survey included 272 consumers from a well-known social shopping website in China to test the hypotheses.

The results indicate that hedonic and utilitarian value fully mediate the relationship between social value and purchase intention. Perceived expertise positively moderates the relationship between social value and the other two values. In particular, the results found that while inexperienced members can acquire both higher utilitarian and hedonic value from social value and their purchase intention relies more on the hedonic value, experienced members place greater emphasis on the utilitarian value.

The results may help vendors regain confidence in the social shopping business mode and offer specific policy implications on how to leverage shoppers’ social value perception to generate their purchase intention in a social shopping context.

This study focuses on the legitimacy of the independent role of social value and sheds light on the relationships among social value and other value dimensions based on social capital theory, which was under-explored by previous studies. Besides, this study clarifies the moderating role of experience, which highlights the previously unnoticed changing role of consumers’ value perception.

In drawing on the conservation of resources theory and the broaden-and-build theory, the present research investigates the dynamic of social resources (i.e. servant leadership) and personal resources (i.e. psychological empowerment and positive affect) in the determination of the nurses' optimal performance (i.e. deep acting).

The research involved collecting three waves of data on 481 frontline nurses at a large hospital in Taiwan, each a month apart. The hypotheses were tested using PROCESS mediation and moderated mediation regression models.

The results supported the indirect relationship between servant leadership and deep acting through psychological empowerment as well as the moderating effect of positive affect on the mediation model.

The findings shed new light on the interplay of different resources and also provide practical implications for the development of frontline supervisors and nursing staff to be compatible with a serious orientation toward the quality of their professional functioning.

This study aimed at exploring the antecedents of English as a Foreign Language (EFL) teachers' self-efficacy (SE). That is, the main purpose was to deeply delve into the main variables and latent which lead to a high sense of SE among teachers of English as a foreign language.

A phenomenological inquiry was employed to explore the antecedents of language teachers from their eyes. In this study, the phenomenon is SE antecedents. The researchers employed this method to help identify the meaning behind the human experience as it is related to a phenomenon or notable collective occurrence. A semistructured interview checklist was developed, carefully worded, reviewed by five teacher educators known as experts in qualitative research methodology and teacher education and edited based on the experts' feedback

The findings showed that the antecedents of SE can be categorized into personal variables, educational variables and institutional variables. Personal variables include verbal intelligence, language proficiency and some other traits. The institutional variables include support from administration, support from colleagues, support from the community and quality of work life. The educational antecedents include preservice and in-service training courses. Preservice training courses included the following: the courses on general language skills, courses on teaching methods, practicum courses, etc.

This study was undertaken in a specific context and the participants are specific. Almost all studies on SE are quantitative, and this qualitative study explored the antecedents of teachers' SE from their own eyes. Some of the explored studies were not mentioned in any of the related studies.

This article examines how personality types of tutors affect group interaction at a distance learning institution in Hong Kong. All participants of this study are Chinese, and they were given two personality assessment tools to complete: (1) the Myers‐Briggs Type Indicator which was developed in the West in the early 1940s; and (2) the Chinese Personality Assessment Inventory which was developed in Hong Kong in the early 1990s. The CPAI consists of personality constructs of specific interest to people of Chinese culture but that were not covered in most of the translated personality inventories. The purpose of using two personality tests is to explore whether a culturally specific instrument will be a more comprehensive measure that can reveal particular distinctive factors in the relevant culture.

This paper aims to identify the values antecedents of women’s social entrepreneurship. It explores where and how these values emerge and how they underpin the perceived desirability and feasibility of social venture creation.

Values development across the life-course is interrogated through retrospective sense-making by thirty UK-based women social entrepreneurs.

The findings express values related to empathy, social justice and action-taking, developed, consolidated and challenged in a variety of experiential domains over time. The cumulative effects of these processes result in the perceived desirability and feasibility of social entrepreneurial venture creation as a means of effecting social change and achieving coherence between personal values and paid work, prompting social entrepreneurial action-taking.

This paper offers novel, contextualised insights into the role that personal values play as antecedents to social entrepreneurship. It contributes to the sparse literature focussed on both women’s experiences of social entrepreneurship generally, and on their personal values specifically.

This study aims to understand how perceived desirability and perceived feasibility influence Portuguese higher education students' social entrepreneurial intention and general entrepreneurial intention and explore how gender attitudes can affect these relationships.

This study's sample comprises 391 participants. The hypotheses formulated in the research model were tested through structural equation modelling, using the bootstrapping method to perform decomposition tests and multigroup analyses to assess the effect of gender on perceived desirability, perceived feasibility and social and general entrepreneurial intention.

The sample data reveal that women have a greater social entrepreneurial intention, and men have a greater general entrepreneurial intention. The results regarding the research model reveal that perceived desirability positively influences social and general entrepreneurial intention, with stronger relationships for men than for women. However, perceived feasibility positively influences overall entrepreneurial intention but is insignificant in explaining social entrepreneurial intention. When the differences between genders are analysed, the perceived feasibility by women is significant and positively influences the social entrepreneurial intention, not being significant when men are considered. Contrary to previous studies about higher education students, men have a higher perceived desirability in both general and social entrepreneurial intentions, while women have a stronger perceived feasibility in both general and social entrepreneurial intentions.

This paper contributes to the development of the social entrepreneurship literature, demonstrating that social entrepreneurial intention can be influenced by gender. The results show the importance of considering the spatial and organisational context in examining the relationships between perceived desirability/perceived feasibility and social entrepreneurial intentions of men and women.

Recent scholarship has augmented Bandura's theory underlying efficacy formation by pointing to more proximate sources of efficacy information involved in forming collective teacher efficacy. These proximate sources of efficacy information theoretically shape a teacher's perception of the teaching context, operationalizing the difficulty of the teaching task that faces the school and the faculty's collective competence to be successful under specific conditions. The purpose of this study was to examine the influence of three contextual variables: socioeconomic status, school level, and school structure on teacher perceptions of collective efficacy.

School level data were collected from a cross‐section of 79 schools in a Midwestern state. Data were analyzed at the school level using hierarchical multiple regression to determine the incremental variance in collective teacher efficacy beliefs attributed to contextual variables after accounting for the effect of prior academic performance.

Results support the premise that contextual variables do add power to explanations of collective teacher efficacy over and above the effects of prior academic performance. Further, of the three contextual variables school structure independently accounted for the most variability in perceptions of collective teacher efficacy.

A sample of 79 schools was considered small to accurately test a hypothesized model of collective teacher efficacy formation using structural equation modeling. That approach would have had the advantage of permitting the researchers to identify the relationships among the predictor variables and between the predictors and the criterion. Additionally, there was a concern of possible aggregation bias associated with aggregating collective teacher efficacy scores to the school level. Despite these limitations, the findings hold theoretical and practical implications in that they defend the theoretical importance of contextual factors as efficacy sources. Furthermore, formalized and centralized conditions conducive to promoting perceptions of collective efficacy in teachers are identified.

Extant collective efficacy studies have generally not operationalized Bandura's efficacy sources to include the effects of current context. This study does.

Although progress has been made, women faculty of color (i.e. American Indian/Alaska Native, African American, Hispanic, and Asian/Asian Pacific Islanders) continues to experience a number of challenges in the academy. Without proper supports and strategies many of these women will leave the academy prematurely or will not be successful in their quest for promotion and tenure. The purpose of this chapter is to identify the challenges these women encounter, as well as the strategies they adopt in response to these challenges. In doing so, the authors argue that a strong sense of self-efficacy is a core trait of successful women faculty of color; a trait that cuts across all racial and ethnic groups. The authors conclude with implications for fostering support for women faculty of color, as well as recommendations for future research.