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The current study aims to investigate the factors that impact the feedback received on answers to questions in social Q&A communities and whether the expertise-required question influences the role of these factors on the feedback.

To understand the antecedents and consequences that influence the feedback received on answers to online community questions, the elaboration likelihood model (ELM) is applied in this study. The authors use web data crawling methods and a combination of quantitative analyses. The data for this study came from Zhihu; in total, 353,775 responses were obtained to 1,531 questions, ranging from 49 to 23,681 responses per question. Each answer received 0 to 113,892 likes and 0 to 6,250 comments.

The answers' cognitive and emotional components and the answerer's influence positively affect user feedback behavior. In addition, the expertise-required question moderates the effects of the answer's cognitive component and emotional component on the user feedback, moderating the effects of the answerer's influence on the user approval feedback.

This study builds upon a limited yet growing body of literature on a theme of great relevance to scholars, practitioners and social media users concerning the effects of the connotation of answers (i.e. their cognitive and emotional components) and the answerer's influence on user feedback (i.e. approval and collaborative feedback) in social Q&A communities. The authors further consider the moderating role of the domain expertise required by the question (expertise-required question). The ELM model is applied to explore the relationships between questions, answers and feedback. The findings of this study add a new perspective to the research on user feedback and have implications for the management of social Q&A communities.

Academics and businesses alike have begun to recognise sustainability as a vital component of supply chain competitive advantage in recent years. Inconclusive results have been found in empirical studies of sustainable supply chain management (SSCM) that have ignored contextual variables concerning the dynamic role of firm capability in favour of testing alternative assumptions about the effect of various elements of the triple bottom line (TBL) on firm performance outcomes. The present study examines whether and how firm capabilities mediate the connection between SSCM, from a TBL standpoint, and firm financial performance outcomes.

Using the stakeholder theory, the study employed 325 survey responses from firms operating in different industries in Ghana (a less-researched context but one that plays a key role regarding SSCM practices) and the partial least squares structural equation model (PLS-SEM) technique to simultaneously assess the relationships amongst the variables.

It was discovered that the connections between all the TBL facets of SSCM practices and firm performance are positive and significant, and these relationships are mediated by firm capabilities.

By examining the underlying variables and relationships that contribute to the establishment of the rather complex relationship between SSCM practices from a TBL perspective and the performance of a firm, the research contributes to current knowledge on SSCM practices, firm capabilities and firm performance.

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.