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In this article, we examine how person–possession relations vary across three stages of the role-identity cultivation processes. We explore stage-related variation in the accumulation of role-related consumption stimuli and their self-relevance in a cross-sectional sample of two freely chosen athletic role-identities. Results show that as individuals cultivate an identity they accumulate more role-related possessions, social ties, and media commitments, and evaluation of those elements becomes more positive, yet the impact of those stimuli on self-conception declines. Ultimately, the results suggest that a full understanding of person–possession relations must include consideration of how role-identity cultivation stage moderates relations between people and consumption stimuli.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

The purpose of this study is to investigate how physical therapists make meaning of their professional role identity when transitioning from clinician to leadership positions. Despite the importance of professional role identity in the transition from health-care provider to health-care leader, research on this topic in physical therapy remains almost nonexistent.

A qualitative, phenomenological research approach was used in this study. Data was collected through a three-part, semistructured interview process. An open coding to focused coding process was used to analyze data and develop themes which answered the research question.

Physical therapists in this study engaged in identity work, making meaning of their professional role identity by referencing a professional role identity focused on more than clinical skills, accepting the role of discomfort, focusing on relationships, exercising agency over the construction of their leader identity, recognizing consistency between clinical and leader roles and establishing a professional role identity informed but no longer bound by their physical therapist identity.

To the best of the author’s knowledge, this study is the first to investigate how physical therapists make meaning of their professional role identity when transitioning into leadership positions. The findings of this study highlight uniquities in the physical therapy professional role identity and the manner in which physical therapists navigate this work role transition.

Integrating conservation of resources (COR) and complexity theories, this study aims to develop and assess a research model of the relationship between job dissatisfaction and brand sabotage behavior (BSB) based on the moderating mechanism of psychological resources (i.e. brand-based role identity and relational energy). The interdependence between these influencing factors is analyzed from the perspective of social science holism.

A total of 381 valid questionnaires were collected from frontliners serving in full-service restaurants in Guangzhou, China. Regression analysis was used to test the research hypotheses and combined with fuzzy-set qualitative comparative analysis to identify the complex triggering mechanism of BSB.

Job dissatisfaction is positively related to BSB, brand-based role identity internalization and relational energy weaken this effect, whereas brand-based role identity compliance strengthens it. Qualitative comparative analysis shows that a single condition does not constitute a necessary condition for BSB. The interdependence of job dissatisfaction and employee psychological resources forms multiple asymmetric paths that trigger high and low BSB.

The findings can be used by catering organizations as guidelines for conducting training for brand internalization, formulating strategies to avoid BSB among employees and strengthening brand building.

This study is the first to integrate COR and complexity theories to comprehensively analyze how BSB is formed among dissatisfied employees. The authors advance theory by distinguishing the role of brand psychological resources (i.e. brand-based role identity) and psychological resources obtained from the environment (i.e. relational energy) in stimulating or buffering dissatisfied employees to engage in BSB.

The purpose of this paper is to develop a conceptual model that discerns when and how extra role behaviors result in positive versus negative outcomes for individuals and organizations. The focus is on how employees' citizenship identities shape extra‐role behaviors which include both organizational citizenship behaviors (OCBs) and contextual performance behaviors (CPBs).

The paper uses role identity theory as the theoretical lens to develop the model of extra‐role behaviors, distinguishing between OCBs and CPBs.

While extra‐role behaviors are generally associated with positive organizational functioning, these behaviors also have been linked to negative individual outcomes, such as work‐family conflict, role overload, and reduced task performance. Based on previous research and theory, a conceptual model is developed that explains when extra‐role behaviors will occur, when and why these behaviors will be internalized as an identity, and how identities affect whether employees engage in OCBs or CPBs. Further, the paper examines the influence of these extra‐role behaviors on long term positive and negative outcomes.

The main research implication of this paper is the use of role identity theory to further understanding of the nature of extra‐role behaviors.

The paper aims to offer a comprehensive theoretically based model to explain OCBs and incorporates research conducted to date to develop the model.

This study aimed to examine factors associated with volunteer role identity in mentors of school-based mentoring programmes.

Drawing on established theoretical models of volunteerism (the Role Identity Model), and research and theory on mentoring programmes, an integrated model of predictors of mentor volunteer role identity was tested. Seventy-one mentors (63 females, mean age 36 years) completed a survey with measures of habit, subjective norms, satisfaction with the mentor-mentee relationship, relationship closeness, social skills and mentor role identity. Path analysis was used for data analysis.

Fit indexes revealed an acceptable fit to the data. There were six significant paths. Habit and subjective norms were directly related to role identity. The association between mentor role identity and two further predictors, satisfaction with the mentor–mentee relationship and social skills was respectively fully and partially mediated by relationship closeness.

Findings can inform mentoring programmes in supporting mentors to develop a close relationship with their mentees and promote the development of a role identity as a volunteer among mentors. A stronger role identity is in turn expected to enhance mentor retention in the programme.

An important and novel finding of this study is that relationship closeness contributes to mentors developing a volunteer role identity. Also, for the first time, the importance for mentors of support from significant others in fostering sustained volunteer engagement has been examined.

This paper aims to provide evidence that theory-based effects of role-identity cultivation stages on self-symbolizing consumption activities do exist.

Specific focus is placed upon differing motives between rookie versus veteran role-identity actors and how these differences lead to symbolic self-completion and self-retention behaviors. Effects of these motives are examined in the context of college student identity transitions.

Evidence is found for a pattern, whereby role-identity rookies with fewer role-identity-related possessions are more likely to self-symbolize the role-identity outwardly than veteran consumers having more role-identity-related resources, such as possessions. Self-retention via possessions is also more evident with rookies making the transition from one role-identity to the next, replacement role-identity. Findings are replicated for both readily available and favorite possessions related to a role-identity.

Future role-identity research in marketing may miss unique and important insights without accounting for role-identity cultivation stage.

Current evidence highlights the importance of identity cultivation stage, symbolic self-completion and self-retention as factors to consider in understanding market segments associated with respective role-identities.

Extant research does not yet account for how consumption activities serving both symbolic and functional purposes support role-identity transitions. This inquiry is directed at contributing to this need.

This paper aims to propose and test an exploratory model, illustrating performance differences based on underlying role identities and attributions of salespeople in business markets.

The sample consists of 60 salespeople from a Fortune 100 high technology firm responsible for managing multi‐million dollar customer projects. Interviews with both salespeople and their sales managers provided the data to examine the relationships among role identities, attributions, and performance.

The model suggests that higher‐performing salespeople have role identities as sales consultants, whereas lower performers tend to have role identities as technical specialists. Further, those salespeople with sales consultant role identities were more likely to attribute success to relational factors, whereas salespeople with technical specialist role identities were more likely to attribute success to technical factors. There were no significant relationships among role identities and attribution type in unsuccessful customer engagements.

While multiple sources of data were obtained from both salespeople and sales managers, all the respondents were from one large multinational organization.

The link between role identity and attributions provides opportunities for situation‐based sales training programs, and sheds new light on performance differences among salespeople.

The paper isolates role identity as a potential driver of salesperson performance.

Professional service entrepreneurs (PSEs) paradoxically practice their profession in highly institutionalized contexts that require intense socialization, while also enacting another role as an entrepreneur. Activities consistent with entrepreneurship may be unnecessary for – and possibly contradictory with – activities consistent with professional roles. The purpose of this paper is to address the question of how two highly important role identities (professional and entrepreneurial) relate to entrepreneurial orientation (EO) in professional firms.

Using a survey methodology, the authors measure entrepreneurial and professional role identity importance, and PSE’s perceptions of firm-level EO, using a sample of 138 medical practitioners who own and operate their own small-to medium-sized professional practices. In this paper, the authors examine the associations of the importance of these identities, and the relative importance of one to another, with EO.

The authors find that a PSE’s entrepreneurial role identity importance is positively related to the EO dimensions of risk taking and innovativeness, while professional role identity importance is negatively related to risk taking. Additionally, the authors find that the degree of relative importance (centrality) of an entrepreneurial role identity to a professional role identity is related positively to the EO dimensions of risk taking, innovativeness, and proactiveness.

This is a cross-sectional study. As such, the authors examine associations rather than a process. The sample is limited to professional medical practitioners in the USA who own and operate their own practices.

This paper helps to better understand why some professional firms are more entrepreneurial than others. The findings suggest that, even in the conservative context of professional services, the PSEs entrepreneurial role centrality is consistent with the EO of the firm’s strategies.

Using semantic differential ratings of evaluation, potency and activity of American and German undergraduates, I will test the general hypothesis that if both cultures agree on the sexual‐ erotic denotation of sentiments, sentiments will differ disproportional in their affective representations. It will be demonstrated that there is an interconnection of role‐identities and emotions. Affective representation between sexual role‐ identities differs in German and American culture. Emotions associated with sexual‐erotic role‐identities have a deviant and violent quality for Americans. The same role‐identities associate with emotions of impression and passion for German subjects.