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Social comparison literature has long established that drawing comparisons facilitates competitive motivation. Yet, the literature has neglected how the actor may simultaneously become the target of comparison, which can likewise increase competitive motivation. Therefore, competitive motivation increases not only because coacting competitors draw social comparisons but also because they are simultaneously the target of other's social comparison. In this chapter, we build a dual process framework to explain how comparing and being compared each facilitate competitive motivation. We also posit that these processes – comparing and being compared, respectively – are bidirectional and reciprocal, as each process can incite the other. Finally, we discuss the circumstances under which comparing and being compared combine additively versus interactively to drive competitive motivation. Our theoretical framework brings together the disparate literatures on social comparison and evaluation apprehension under one unified theory of competitive motivation, and proposes new directions for competition research.

In the last twenty years, the women’s movement has resulted in a greater representation of women in once male-dominated venues, such as the job force and higher education. Women currently represent nearly 43% of those in the United States labor market, and it is expected that four in every five women ages 25–54 will be employed by the year 2000 (Hoyt, 1988; U.S. Department of Labor, 1995). Despite women’s increasing participation in the world of work, they continue to choose occupations that represent the stereotypically feminine range of occupations, meaning less pay and less status (Betz & Fitzgerald, 1987). For example, women are still underrepresented in engineering, architecture, and the physical sciences (Eccles, 1994; U.S. Department of Labor Women’s Bureau, 1995). These gender-based occupational patterns are also evidenced in college enrollment; women continue to comprise the majority in academic majors that are considered traditionally feminine, such as early childhood, elementary, and secondary education, library science, nursing, and home economics, whereas men are the predominant majors in physics, chemistry, architecture, and engineering (Bartholomew & Schnorr, 1994; National Science Foundation, 1990).

The purpose of this chapter is to conduct a structured literature review to examine the relationship between entrepreneurship and emotional intelligence in academic settings as well as the current entrepreneurship pedagogy for flexible, innovative and creative graduates. One hundred and twenty-eight peer-reviewed papers were analysed based on Webster’s and Watson’s (2002) methodology. Papers classified into three topics and a content analysis was implemented to discuss about the publication year, journals, authors, frequency of keywords and research method adopted. The contribution of this chapter is twofold. It is a bibliometric study which provides a macropicture of a research field, its evolution and connections among studies, in order to be a starting point for future researchers who are already studying entrepreneurial education or entrepreneurship-related scientific areas. Also, this chapter helps academics to improve educational programmes and curriculum to increase students’ entrepreneurial intention taking into account the factors that affect it.

In the context of occupational health psychology, personality has usually been depicted from the perspective of single traits, dispositions, or their combinations. However, there is a clear need to better understand personality as a whole. For this reason, an integrative framework of personality is presented in order to give a more comprehensive and cohesive picture of how the different personality constructs relate to each other. In recent years, several holistic models of human personality have been presented. For example, such models have been formulated by Dan McAdams (1995), Brian Little (2007), Robert McCrae and Paul Costa Jr. (1999), and Brent Roberts and Dustin Wood (2006). In this chapter, we briefly introduce one of these models, that is, the three-tiered conceptual framework of personality by McAdams and his colleagues (McAdams, 1995; McAdams & Adler, 2006; McAdams & Olson, 2010; McAdams & Pals, 2006). This comprehensive and multifaceted model conceptualizes human personality via a developing pattern of (1) dispositional traits, (2) characteristic adaptations, and (3) constructive life narratives (see Fig. 1). Each of these three levels possesses its own characteristics for describing and understanding personality.

The purpose of this research is to conduct a literature review on the evolution, antecedents, and outcomes of luxury consumption (LC). To accomplish our goal, we used a combination of bibliometrics and systematic approaches to review 165 articles published between 1998 and 2019. The investigation revealed that the evolution of LC is mostly driven by consumer motivation and is influenced by cultural and psychological variables. Furthermore, we explored the aforementioned antecedents of LC along four major axes. Antecedents related to (1) individual characteristics, (2) brand components, (3) cultural and social values, and (4) organizational strategies. Furthermore, based on the outcomes of LC, we found two categories (individual traits and social values). The chapter concludes by proposing a broader research agenda for the future.