Search results

An extensive research base supports the positive effects of self-monitoring interventions on a number of student outcomes, both academic and behavioral. While the vast majority of this research base relied on traditional paper-and-pencil forms of self-monitoring, advances in technology have created significant opportunities to develop technology-based self-monitoring (TBSM) systems that may offer a number of benefits in terms of efficiency and data management, storing, and graphing. Technology-based self-management applications have evolved and been studied extensively in health-related fields, but research and development for such applications is only beginning in the field of education. In this chapter we (1) provide a brief overview of the literature on traditional forms of self-monitoring, (2) examine how educators and educational researchers may apply lessons learned about TBSM from the medical field, (3) summarize emerging literature on TBSM for students with or at risk for emotional/behavioral disorders in particular, and (4) offer suggestions for future research and development in TBSM.

Self-monitoring has become one of the most widely employed self-control procedures in special education for students with learning disabilities and emotional or behavioral disorders. Although its success has been documented across age groups, settings, and diverse applications, researchers have continued to study the question of whether focusing self-monitoring on certain target behaviors – particularly attention to task or academic performance – will yield superior outcomes for students. We review 11 available studies that have examined this issue, classifying each study according to the ways in which the researchers had students monitor their own behavior. The results show only small differences among the different methods and indicate a need for teachers to continue exercising professional judgment in planning the use of self-monitoring.

Digital self-expression, recently one of the most important research themes, is currently under-researched. In this context, this study aims to propose a parsimonious research model of self-extension tendency, its drivers and its outcomes. The model is tested in the context of social media engagement intentions (liking, sharing and commenting) with focal brands and across individualist versus collectivist cultures.

The model is tested in two individualist cultures (N = 230 and 232) and two collectivist cultures (N = 232 and 237) by conducting surveys in four countries (Australia, USA, Qatar and India). Nike and Ray-Ban are the focal brands studied, with Facebook serving as the targeted social networking site (SNS) platform.

Self-monitoring and self-esteem are found to drive the self-extension tendency across cultures, with stronger effects in the individualist culture than in the collectivist culture. The self-extension tendency has a relatively stronger positive influence on social media engagement intentions in the individualist culture than in the collectivist culture. This tendency is also found to mediate the link between self-monitoring, self-extension and social media engagement intentions across both cultures, albeit in different ways. In collectivist culture, self-monitoring’s influence on the self-extension tendency is moderated by public self-consciousness. The study’s findings have important theoretical and practical implications. In individualist culture, self-monitoring’s influence on the self-extension tendency is moderated by public self-consciousness.

The present findings confirm that the tendency to incorporate the brand into one’s self-concept and to further extend the self is indeed contingent on one’s cultural background. The role of public self-consciousness may vary between individualist and collectivist cultures, something recommended by past research for empirical testing.

Managers can leverage this research model to entice pro-brand social media engagement by nurturing consumers’ digital selves in terms of maneuvering their self-extension tendency and its drivers, namely, self-monitoring and self-esteem. Second, promoting the self-extension tendency and its drivers varies across cultures, with this finding offering practical cultural nuances supporting marketing managers’ decisions.

This is one of the pioneering studies that tests a cross-cultural parsimonious model based on theories of self-extension, self-monitoring and self-esteem, especially within the context of brand engagement intentions on an SNS platform.

People differ in the extent to which they dispositionally monitor their projected images, expressive behavior and self-presentation according to the contingencies of the situations. Building on Snyder’s self-monitoring theory, this paper aims to assess the influences of self-monitoring on entrepreneurial intention and explain the process responsible for these effects. Because high self-monitors and low self-monitors differ in their ability to adapt their self-presentation and patterns of behaviors to the contingencies of the situation, it was reasonable to suspect that chameleon-like high self-monitors will be more prone to entrepreneurship than true-to-themselves low self-monitors.

Based on a sample of 296 respondents, a self-administered questionnaire assessing the attitude toward entrepreneurship, risk aversion, entrepreneurial intentions and the four dimensions of self-monitoring (acting ability, extraversion, other-directedness and speaking ability), and other control variables was conducted.

The findings of this study generally support that self-monitoring has relevance in predicting an individual’s entrepreneurial intentions. Because high self-monitors have more acting and speaking abilities, are more extroverted and are more concerned with how others perceive them than are low self-monitors, they would be more likely to start a business and become business owners as they possess favorable attitudes toward entrepreneurship. The overall result regarding risk aversion fails to support a mediating relationship between self-monitoring and entrepreneurial intentions. However, at the same time, the findings confirm that risk aversion directly reduces entrepreneurial intention.

The findings expand the implementation of Snyder’s self-monitoring theory in the entrepreneurship arena and make an important contribution to the many additions and alterations that have been implemented to the theory of planned behavior in the entrepreneurship literature to better explain entrepreneurial intentions and behaviors. The results add to these works by demonstrating that self-monitoring is a trait that influences the attitude toward entrepreneurship. Also, attitude toward entrepreneurship was found to be a mediator of the relationship between self-monitoring and entrepreneurial intentions. The limitation concerns the use of a convenience sample of students and cross-sectional data.

The outcomes of this study suggest greater utility for developers of educational curriculums, training programs and start-up knowledge in entrepreneurship. Targeting high self-monitors for training and educational programs in entrepreneurship and including the dimensions of self-monitoring, particularly acting abilities, speaking abilities, extraversion and other-directedness, in entrepreneurship training content will make these programs more successful, offered to the correct target and able to provide personalized content. Building on these results, governments, policymakers, nonprofit organizations and universities who are concerned about the encouragement of entrepreneurial spirit might take advantage of self-monitoring in their awareness advertising campaigns.

Past research in psychology, management and marketing has provided empirical support for the major propositions of Snyder’s self-monitoring theory. Largely unaddressed, however, is the question of whether self-monitoring might be a driver to take steps to start a business. To the best of the author’s knowledge, this study is among the first studies – if not the first – to provide evidence that self-monitoring leads to more favorable attitudes and intentions in the entrepreneurship domain. The positive effects found here increase the importance of self-monitoring as an individual-difference construct that broadens the knowledge of why some people are more predisposed to entrepreneurship.

This research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching.

Based on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members’ self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching.

The quantitative analysis conducted using multiple regression directed that the faculty’s contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members’ self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges.

This study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times.

To ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students’ teaching, learning and needs.

This study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both-theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

This study aims to investigate self‐monitoring as a moderator of the relationship between organizational position and perceptions of individual effort.

A total of 133 students were randomly assigned to organizations of 12‐15 members. Each organization completed three projects in 14 weeks. Each student served in one position: management or non‐management. Participants also rated the effort of organizational members and then responded to items on the Self‐monitoring Scale.

Persons in management were rated as giving more effort than persons in non‐management. Self‐monitoring moderated the relationship between organizational position and perceptions of effort. Organizational members perceived high self‐monitors (HSMs) in management as giving more effort than HSMs in non‐management. In contrast, there was no difference in perceived effort of low self‐monitors (LSMs) across positions.

By using students instead of actual employees working in project teams, the results may not generalize to all organizations. Because job performance is a multidimensional construct, findings may have limited application to very specific aspects of contextual performance.

These findings provide support for self‐monitoring as a moderator of organizational position and performance. This helps to reconcile debate about predicting behavior for cross‐situationally consistent LSMs and cross‐situationally variable HSMs. Implications for performance appraisals and differential prediction of criteria are discussed.

The purpose of this research is to examine frontline employees' self-monitoring personality as an antecedent of their emotional exhaustion and how supervisor-rated performance mediates this relationship. In addition, the authors explored the moderating role of perceived competitive climate on the indirect relationship between self-monitoring and emotional exhaustion.

Two hundred and thirty-seven frontline employees and their immediate supervisors working in hospitality organizations responded to the survey using time lagged research design. Measurement model was tested using confirmatory factor analysis to assess the distinctiveness of study constructs, and proposed moderated mediation model was tested using Process macro.

Results show that high self-monitoring leads to high supervisor-rated performance, and this relationship is stronger in highly competitive work climate. The supervisor-rated performance was negatively related to emotional exhaustion.

This study is the first to examine the interaction effects of self-monitoring and perceived competitive climate on frontline employees' performance and emotional exhaustion, particularly in the frontline jobs. Supervisor-rated performance has not been previously theorized or researched as an underlying mechanism of the effect of self-monitoring on emotional exhaustion.

This paper aims to study the impact of individual relationships on tacit knowledge sharing in the company setting of compulsory bond, expressive bond, instrumental bond and self-monitoring by empirical explorations.

The paper raises seven hypotheses that focus on the impact of employees’ relationship with tacit knowledge sharing in knowledge-intensive industries and positions based on relationship theory. Before distributing the formal questionnaires, a pre-research was done in a college by collecting comments and suggestions so as to correct and modify the questionnaires. A four-page questionnaire based on the Likert scale with 45 questions was used for data collection, and 210 valid questionnaires were collected from a research institute, a software company and an educational institute. Finally, SPSS17.0 was used to analyze these data, including reliability analysis, validity analysis, correlation analysis and regression analysis, etc.

The findings include: there is a positive correlation between employees’ compulsory bond and the efficiency of tacit knowledge sharing; there is a positive correlation between employees’ expressive bond and the efficiency of tacit knowledge sharing; there is a negative correlation between employees’ instrumental bond and the efficiency of tacit knowledge sharing; the more apt employees are at self-monitoring, the more effectively they will share tacit knowledge; the interaction between compulsory bonds and self-monitoring has a positive and stimulating impact on tacit knowledge sharing; the interaction between expressive bonds and self-monitoring has a positive and stimulating impact on tacit knowledge sharing; and the interaction between instrumental bonds and self-monitoring has a certain impact on tacit knowledge sharing.

However, the efficiency of tacit knowledge sharing cannot be measured easily and how to share the tacit knowledge based on employees’ relationships should be further concerned by knowledge industries.

This paper illustrates multiple, in-depth approaches to research on knowledge sharing. It shows why it is important to pay attention to employees’ relationships during the process of tacit knowledge sharing. The author argued some key factors such as compulsory bond, emotional bond and self-monitoring that may have a certain impact on the tacit knowledge sharing. The paper also further discussed the influence on the sharing of tacit knowledge as for the interaction between different relationship types and self-monitoring.

The knowledge is critical to enhance enterprises’ performance, and it will become more useful when the new knowledge is shared with others. However, tacit knowledge cannot be measured easily, and how to share the tacit knowledge based on employees’ relationships should be further concerned by knowledge industries. A series of findings are proposed in this paper.

Integrating the knowledge of different individuals, of which 90 per cent is tacit knowledge, in an organization that engages in producing products and providing service is instrumental to the sustainability and productivity of that organization. This study addressed the factors and dynamics of tacit knowledge sharing that can be used in knowledge management to effectively capture, store and disseminate tacit knowledge across an organization.

Drawing on conservation of resources (COR) theory and the motivation-opportunity-ability (MOA) framework, this study examines how salespersons' self-monitoring and psychological capital influence sales performance.

This study uses survey data from 293 salespersons employed in China and their archival sales performance to test the hypotheses posited.

The results show that both salespersons' self-monitoring and psychological capital enhance sales performance via adaptive selling. However, these elements are primarily substitutes in influencing adaptive selling. In addition, by dividing social capital into two types (i.e. family-based social capital and customer-based social capital), the results reveal that salespersons' self-monitoring enhances family-based social capital, but not customer-based social capital. Finally, customer-based social capital, but not family-based capital, improves sales performance.

This paper extends the literature on sales force management, which examines various psychological traits and their influences on sales performance. While self-monitoring and psychological capital have been investigated separately, this research simultaneously examines these two factors by drawing on resource conservation theory. Furthermore, it explores how these psychological traits impact salespersons' ability development (i.e. adaptive selling) and capital accumulation (i.e., family-based social capital and customer-based social capital), which, in turn, affect sales performance.

The results offer managerial insights into sales force selection and management. In particular, managers should encourage salespersons to obtain greater customer-based social capital, which is more valuable than family-based social capital in boosting sales performance.

The present research is also beneficial for employee psychological health management, as it seeks to illuminate the role of psychological traits, ability development and capital accumulation. It offers insights into sociological research on social capital by categorizing it into family-based and customer-based capital.

This paper extends the literature on salespersons' psychological traits, selling abilities and social capital by examining the impacts of self-monitoring and psychological capital on adaptive selling and social capital. Specifically, this study examines the interplay between self-monitoring and psychological capital from the perspective of resources conservation theory.