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Understanding negative customer engagement is important as it is argued that negative information has a stronger impact on a customer’s brand perception and purchase decision than that of positive information. Hence, this paper aims to propose new determinants of negatively valenced customer engagement, including disengaged and negatively engaged behaviours in a service consumption context and explore under what conditions customers display disengaged or negatively engaged behaviours.

This study incorporates justice theory, expectancy disconfirmation theory and psychology literature to propose determinants of negative customer engagement behaviours.

A conceptual framework is developed that proposes customer perceived justice and negative disconfirmation as determinants of negative customer engagement via the mediator of customer outrage. Moderating variables, include self-esteem, self-efficacy, altruism and vengeance; are also proposed to affect disengaged/negatively engaged behaviours.

This study is the first to specify the underlying reasons of negative customer engagement by establishing the conceptual linkages between negative disconfirmation, justice and negative customer engagement via the mediating role of customer outrage. Further, customer resources are used to understand disengaged/negatively engaged behaviours. In doing so, this study views negative customer engagement from the perspective of a customer’s internal response to the trigger experience, rather than the experience itself. Thus, this study contributes to literature on customer engagement by developing a conceptual framework that illustrates the underlying cognitive and affective responses that drive negative customer engagement behaviours.

Word-of-mouth (WOM) literature has identified the roles of source and message in WOM influence, but the relationship between them is yet to be investigated. The purpose of this paper is to explore this relationship by examining the mediation of message on the impact of perceived source characteristics from the perspective of the receiver. The paper also considered the mutual relationships between source characteristics and message quality.

A quantitative survey of prospective students was conducted to empirically examine the proposed conceptual model. A sample of 509 respondents was analysed using structural equation modelling.

The findings suggest the significant impact of expertise, trustworthiness, homophily and opinion leadership of the WOM source on the judgement of message quality and the indirect effects on WOM influence mediated by the message quality. The results also indicate the moderating effects of receiver involvement and the valence of the message on the impact of message quality.

The findings of this paper can inform the strategic development of WOM marketing. A deeper understanding of source characteristics and the role of the message may enable marketing practitioners to better target appropriate influencers for seeding programmes that stimulate WOM communication about their brands or products.

This study examines how the receiver’s evaluations of message content mediate the relationship between source characteristics and WOM influence. Source and message are two elements of communication which are processed when people receive information. However, nascent research examines their effects on each other. This research contributes to the understanding of this relationship through an empirical examination of the direct effects of primary source characteristics on perceived message quality.

To provide a comprehensive review of theoretical and research advances in affect control theory from 1988 to 2013 for academic and student researchers in social psychology.

Against the background of a concise history of affect control theory from its beginnings in the 1960s to its maturation in the late 1980s, a comprehensive review of research and publications in the last 25 years is reported in five sections: Theoretical Advances (e.g., self and institutions, nonverbal behavior, neuroscience, artificial intelligence); Technological Advances (e.g., electronic data collection, computer simulations, cultural surveys, equation refinement, small groups analysis); Cross-Cultural Research (archived data and published analyses); Empirical Tests of the Theory; and Substantive Applications (e.g., emotions, social and cultural change, occupations/work, politics, gender/ideology/subcultures, deviance, criminology, stereotyping, physiological behavior).

Reveals an impressive number of publications in this area, including over 120 articles and chapters and four major books, and a great deal of cross-cultural research, including European, Asian, and Middle-Asian cultures.

Because of limitations of space, the review does not cover the large number of theses, dissertations, and research reports.

No other review of affect control theory with this scope and detail exists.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

After comprehensive review of discourse surrounding school-banking programmes and marketing to children, the authors develop evidence-based guidelines for such programmes. Guidance for organisations is provided to ensure they understand these products' impact on children and other vulnerable consumers.

A comprehensive, systematised review of literature related to school-banking programmes was undertaken during 2019, 22 Boolean searches were collated, appraised using a five-step quality appraisal framework and analysed against selection criteria. To accommodate literature across disciplines, quality appraisal combined two existing hierarchies of evidence and peer-review status.

Searches returned over 375,000 articles; 149 were relevant and met quality thresholds. Evidence supports the role of financial education in producing positive financial outcomes. However, education should involve communities and families to enhance consumer socialisation and limit negative consequences. From this, guidelines are presented accounting for students' and parents' ability to understand marketing messages and the impact of in-school marketing on students – including on longer-term perceptions, attitudes and behaviours.

Guidelines are to assist financial institutions, policymakers and schools balance the benefits of financial literacy and education with potentially negative consequences of school-banking programmes. Classifying programmes as marketing rather than CSR also benefits organisations contributing corporate resources and voluntarily engaging practices underpinned by commitment to community well-being.

Avoiding moral panic, the authors instead outline evidence-based guidelines on school-banking programmes. The quality appraisal process used in this review offers a new approach to synthesising inter-disciplinary evidence.

Our chapter addresses the balance assessment professionals must strike in supporting academic freedom, shared governance practices, and learning improvement efforts within colleges and universities in the United States. Specifically, we address how assessment professionals (faculty or staff whose primary job involves accreditation or the assessment of student learning) can encourage increased educational equity while supporting academic freedom. The authors offer a unique perspective. As former faculty members, current assessment practitioners, and a current academic administrator, we work to ensure that our institutions are using assessments of student learning to improve learning for all students. This work gives us insight into the ways in which assessment information shapes institutional efforts, balancing the rights of faculty to control the curriculum with the rights of historically underserved students (including students from underserved ethnic or racial groups, first generation college students, students from low-income households, and students with special needs or disabilities) to receive a quality education. We propose that one solution to this apparent conflict is to provide faculty with data that allow them to analyze the ways in which their assessment choices influence educational equity. To contextualize our work in this area we summarize institutional and faculty freedoms and discuss areas of conflict. We then describe ways to reduce areas of conflict by creating a culture of inquiry that centers around consideration of data and opportunities to modify assessments to increase educational equity.