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Wine marketers realise that to increase the overall size of the wine consuming population they must make wine more approachable and easier to understand. As it now stands, many consumers lack confidence in their ability to select a wine for either their own consumption or to share with others. Therefore, understanding the role played by consumer self‐confidence is especially relevant to marketers of wine, and the need to accurately measure the construct is important to scholarly research. Recently, the development of a scale to measure consumer self‐confidence has appeared in the consumer behaviour literature (Bearden, Hardesty and Rose, 2001). This study first adapts this consumer self‐confidence scale for use in wine‐related research. Next, the impact of six distinct dimensions of consumer self‐confidence on three different wine purchase situations is demonstrated. Results show the scale has the potential to inform both researchers and marketers about consumers' self‐confidence related to wine purchases.

Business graduates’ enterprising capability augments their work readiness, transforming them into professionals capable of driving successful outcomes. At the core lie self-confidence and negotiating competence. However, embedding enterprise education and developing assessments to evidence learning is challenging. This study aims to offer a blueprint for establishing enterprise learning in the classroom and investigating the effectiveness of cultivating negotiating competence and self-confidence.

Modelled on Kolb’s experiential learning cycle, students engage in in-class and real-life negotiations, assessing self-confidence using a scale founded in Bandura’s self-efficacy theory. Open-ended reflections are also submitted. Quantitative data is analysed through multiple linear regression, while quantitative and qualitative data triangulation substantiates enterprise learning in negotiating competence and self-confidence.

Students’ reflections show that low self-confidence poses an initial barrier in negotiations, overcome with successive engagements. Quantitative analysis uncovers response-shift biases, with female and male students overestimating initial self-confidence levels. The gender and difference score type interaction reveals a more pronounced bias among female students starting from a lower baseline than male students, implying a more substantial self-confidence improvement for female students. These findings challenge traditional assumptions about gender differences in negotiations and emphasize the need for nuanced perspectives.

Enterprising capability is pivotal for business professionals. This study highlights the advancement of negotiating competence and self-confidence. It contributes uniquely to the development of enterprise education pedagogy. Focusing on nuanced gender differences challenges prevailing assumptions, providing a perspective to the discourse on negotiating competence and self-confidence in management training.

As Vietnam needs to shift from physical to virtual classrooms owing to the coronavirus disease 2019 (COVID-19) pandemic, this study aims to propose and evaluate a constructivist training course designed to improve instructors’ self-confidence in conducting synchronous online teaching by helping them develop the skills required for such.

A total of 67 in-service instructors in various hospitality and tourism institutions in Vietnam participated in the proposed course. Constructivist approaches were adopted to design learning activities. Delivered via Blackboard Collaborate’s classroom version, the course aims at enhancing instructors’ self-confidence in the knowledge and skills required for synchronous online teaching: developing online presence, planning lessons, handling technology, adapting to learners’ preferences and classroom management. Using qualitative and quantitative analyses, this paper evaluated the proposed course by comparing participants’ levels of self-confidence in conducting synchronous online teaching before and after the training.

The results show that participants’ self-confidence was enhanced after the course. To improve the course, however, more time should be allotted for practice sessions where participants can pedagogically and technologically familiarize themselves with online teaching tools.

By translating constructivism into online pedagogy, this study provided empirical evidence of how a teachers’ training program was designed and implemented to meet the need to shift from real-life to real-time classrooms in Vietnam during the COVID-19 pandemic. It also contributes to the growing literature on methods of improving instructors’ readiness in synchronous online teaching.

Studies have concluded that men tend to have higher self‐confidence than women and that this affects their entrepreneurial intentions. However, little is known about how self‐confidence affects entrepreneurs in their start‐up decision, and even less is understood about how it affects entrepreneurs' decisions and actions in their ongoing business. The purpose of this paper is to meet these two objectives by using a gender comparative approach.

A total of 50 entrepreneurs (25 women and 25 men) in New Zealand were interviewed in a semi‐structured format.

Women exhibit a lack of self‐confidence in their own abilities as entrepreneurs compared to men. This finding parallels results of prior research. Once in an established business, women relate to entrepreneurship less than men and do not feel comfortable calling themselves entrepreneurs. For some women, entrepreneurial self‐confidence grew over their time in business. For other women, it appears to continue to act as a constraint – affecting their ability to access finance and curtailing their growth aspirations.

In total, 50 entrepreneurs were studied, and further research could be done to understand the impact of self‐confidence for larger samples of entrepreneurs.

The qualitative nature of the study contributes to the limited understanding of how entrepreneurial self‐confidence affects both the start‐up decision and sustained entrepreneurship, but more research required. A key outcome of this paper is that it provides directions for further research to more fully understand this phenomenon. It also presents a number of policy suggestions.

The purpose of this paper is to examine empirically the determinants of owner manager financial self-confidence. In particular, it estimates the effect of bank credit rejection and financial education (FE) on the financial self-confidence of business owners.

This paper uses data from 2004 and 2008 surveys of 2,500 UK small and medium sized enterprises (SMEs). An ordered probit estimation is used to measure and assess the effect of bank credit rejection and FE variables on financial self-confidence for the two periods. The authors also explore potential differences in self-confidence between males and females.

The results show that outright bank credit rejection reduces financial self-confidence among owner managers whereas partial bank credit rejection is found to help boost confidence prior to the financial crisis. There is strong evidence that FE increases financial self-confidence. Finally, the authors find no association between gender and reported self-confidence in finance.

Entrepreneurs and potential entrepreneurs are encouraged to explore financial literacy and knowledge with a view to increasing their financial self-confidence. This will help SMEs to deal with the banks or other finance providers more efficiently. In addition, better application procedures and information on lending criteria may help SMEs to minimize the probability of bank credit rejection. So the current study has implications for professional bodies as well. The study, however, is restricted to sole proprietor and partnership SMEs and in the UK context only.

Financial self-confidence has a progressive effect on entrepreneurship and entrepreneurial venture growth. The financial self-confidence of owner managers can support their entrepreneurial capability in starting and operating one or more businesses. As entrepreneurs successfully start and operate their own businesses, they are contributing to economic development through job creation, employment and tax contribution.

This paper makes an original contribution in highlighting the usefulness of FE in boosting financial self-confidence among entrepreneurs and potential entrepreneurs. It is also found that the experience of bank credit rejection reduces entrepreneurs’ financial self-confidence.

The purpose of this paper is to analyze the moderating role of self-confidence and risk acceptance on the relationship between perceived risk and intention to use internet banking.

A survey was conducted with 180 Brazilian banking customers. The Johnson-Neyman test was used to verify the moderation and significant regions along self-confidence and risk acceptance levels.

Self-confidence and risk acceptance moderate the relationship between risk perception and intention to use internet banking. For individuals with high self-confidence, the effect of perceived risk on intention to use internet banking is lower than it is for individuals with low self-confidence. In the same way, for individuals with high risk acceptance, the effect of perceived risk on intention to use internet banking is lower than it is for individuals with low risk acceptance.

This research contributes to the understanding of the conditions (two personal factors) under which risk perception does not influence intention to use a technological tool.

This paper provides insights for marketing managers to encourage customers to develop greater risk acceptance and self-confidence to minimize the negative effects of perceived risk of the adoption of internet banking.

Although risk perception can contribute to customers’ avoidance of internet banking, this is the first paper to verify how acceptance of risk and self-confidence can moderate the effects of perceived risk on intention to use internet banking.

People are increasingly responsible for making sound financial decisions to foster their financial satisfaction and well-being, which magnifies the importance of financial literacy, and this concept and measurement is still not yet crystallized in the literature, specifically capturing different behavior perceptions. Moreover, there is not a distinction based on different classifications of behavior, such as over or underconfidence, to understand the relation between literacy and decision process. To fill this gap, this paper aims to investigate whether the financial literacy conceptual model proposed applies similarly to every group independently of their previous self-confidence perception. For this purpose and quality control, OECD (2016) data were used with a final sample of 1,487 Brazilian citizens. Quantitative analysis technique using partial least squares structural equations path modeling and differences between groups using multi-group analysis was applied. In line with general studies, when analyzing the financial literacy usual model for the group as a whole, financial knowledge construct positively influences self-confidence, and both together positively affect financial behavior. However, for individuals with low financial knowledge and low self-confidence, as well as for those with too much or too little confidence, the model did not hold. Therefore, self-confidence perception influences the way financial knowledge is used for financial decisions and should be addressed in financial education and training to be more effective.

To operationalize the variables and test the paper’s hypotheses, the authors used the methodology developed in OECD (2016), based on the research instrument’s Brazilian application adapted from the questionnaire developed in OECD (2015), with data initially used and made available by Garber and Koyama (2016). Based on the recommendations of Hair Jr et al. (2017a, 2017b), the authors used partial least squares modeling PLS-PM (SmartPLS 3.2.6) to estimate the structural models.

Concerning structural relationships, the final model showed knowledge with a positive influence on self-confidence, self-confidence with a positive effect on behavior and knowledge with a positive influence on behavior, both directly and, through its relationship with self-confidence, indirectly. This underscores that, for the total sample, the greater people’s knowledge and self-confidence, the better their behavior. The unexpected absence of attitude in the final model, even allowing for potential measurement problems, brings up an important reflection on the mediating effect that the self-control variable may exert between attitude and behavior. A person may believe that saving for the future is important (attitude) but whether they actually save (behavior) may depend on self-control, which is needed to prevent immediate gains from being prioritized in practice.

The findings reported so far concern the study’s total sample. However, as expected from the literature review that provides the basis for the sixth and the most important hypothesis, respondents were found to be heterogeneous in terms of knowledge and self-confidence levels. These differences were evaluated by means of multi-group analyses that indicated that the model does not apply to respondents with low knowledge and low self-confidence and to those who are over- and underconfident. This implies inferring that financial education programs may be of little use if they only address technical knowledge development and fail to consider behavioral aspects such as those related to self-confidence, as this paper points out, and others. This signals the importance of diagnosing people’s profiles to enable developing solutions capable of minimizing the presence of behavioral biases. This need to be studied further.

The results imply inferring that financial education programs may be of little use if they only address technical knowledge development and fail to consider behavioral aspects such as those related to self-confidence, as this paper points out, and others. Models must be reviewed in light of natural diferences of cognition and lead to customized financial education.

This signals the importance of diagnosing people’s profiles to enable developing solutions capable of minimizing the presence of behavioral biases. Therefore, not only training topics in personal finance but also a deeper education program since the kindergarden must be considered.

Its practical contribution is to suggest the development of financial education programs that also take account of the potential presence of behavioral biases, which may prevent the misallocation of (scarce) public- and private-sector funds stemming from a limited focus on developing the population’s actual financial knowledge.

Social exchange theory and social learning theory are widely employed in many disciplines but there is little application on the intention to leave and job performance among academic staff. Therefore, this study intends to examine the relationships among supervisor support, intention to leave and job performance along with mediating role of self-confidence in a developing context.

Data were collected through questionnaires from the academic staff of private Pakistani universities. The model was tested using data collected from 295 respondents by using structural equation modeling (SEM) technique.

The results revealed that supervisor support influenced job performance positively through the mediating role of self-confidence. Conversely, supervisor support influenced intention to leave negatively through the mediating role of self-confidence. In addition, the results also showed the direct effect of supervisor support on employees' job performance and intention to leave.

The results of this study suggest that the supervisor must provide adequate support to the academic staff, which helps them to develop their self-confidence. In addition, self-confidence is helpful for the employees to improve their job performance and reduce their intention to leave.

The study contributes to theory building in the area of supervisor support by enriching the understanding of the processes carrying the effect of supervisor support on desirable workplace outcomes. In addition, the study also explicates the less understood nature of relationship between supervisor support, job performance, and intention to leave through the mediating role of self-confidence in the Pakistani context.

The study seeks to quantify the ability of consumer knowledge (both objective and subjective) and personal self‐confidence to moderate consumer reliance on price and country of origin (COO) when evaluating wine quality, when all intrinsic cues are experienced through sensory perceptions.

Taste testing experiments were conducted (N = 263) using unwooded chardonnay wine as stimulus, in a three (COO) × three (price) by three (acid level) conjoint analysis fractional factorial design. Specific measures were employed to quantify consumer objective knowledge, subjective knowledge and personal self‐confidence as clearly delineated constructs, in order to investigate the ability of each to moderate extrinsic cue usage.

Analysis revealed price and COO were both stronger contributors to perceptions of wine quality than taste, irrespective of knowledge (objective or subjective) or self‐confidence levels. Reliance was found to remain extremely consistent although objective product quality was manipulated to three differing levels in a controlled laboratory environment. The research clearly demonstrates that consumer belief in the price/value schema dominates quality assessment for consumers, with COO also found to be a strong influence. This is in spite of varying knowledge and self‐confidence levels.

Results show that marketers cannot assume that intrinsic product attributes, even when experienced, will be weighted and interpreted accurately by consumers – even those considered “knowledgeable”.

The research significantly advances our understanding of consumer knowledge (type and level) and their use of extrinsic cues (price and COO specifically), in relation to their respective influence in their determination of both expected and experienced quality.

This paper aims to examine the influence of perceived overqualification on innovative behaviour in the workplace. By integrating self-efficacy and human capital theories, this study proposes that perceived overqualification improves innovative behaviour directly and indirectly by boosting employee creative self-confidence. It further investigates the boundary conditions imposed by perceived psychological safety in this process.

The research utilises a quantitative research methodology through a two-wave survey of 335 employees and their 135 leaders. Moderated and mediated regression analyses were used to analyse the research data.

The results revealed that perceived overqualification promotes innovative behaviour at work directly and indirectly through its positive influence on creative self-confidence. The mediating effect of creative self-confidence in the relationship between perceived overqualification and innovative behaviour is moderated by perceived psychological safety at work, such that the relationship is stronger in a higher perceived psychological safety condition compared to when it is low.

This study has theoretical and practical implications for personnel management. From a theoretical perspective, it integrates human capital and self-efficacy theories to explain a mechanism through which perceived overqualification will lead to innovative behaviour in the workplace. From a managerial perspective, it mitigates the stigma associated with an overqualified workforce by suggesting that perceived overqualification can be a source of innovation at work.

This is the first study that examines the creative self-confidence-based mechanism in the relationship between perceived overqualification and innovative behaviour at work. It also explores the moderating role of psychological safety in this relationship.