The effect of brand personality and brand identification on brand loyalty: Applying the theory of social identification

This study investigated the effect of brand personality on brand asset management by using the concept of consumers' identification with a brand. The focus was on one important type of high-technology product, the cellular phone. The authors develop a conceptual framework to explain the effect of brand identification on brand loyalty. The important variables of this framework include the attractiveness of the brand personality, the distinctiveness of the brand personality, the self-expressive value of the brand personality, positive word-of-mouth reports of the brand, and brand loyalty. The empirical results indicated that there are positive relationships between attractiveness, distinctiveness, and self-expressive value of brand personality. These relationships had a statistically significant effect on consumers' identification with a brand. Furthermore, brand identification had a direct effect on word-of-mouth reports and an indirect effect on brand loyalty. The theoretical and managerial implications of the empirical results are presented, and suggestions are made regarding both the limitations of the present study and future directions for research.     

Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes

The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1(st) grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed.     

消费者自我构念、独特性需求与品牌标识形状偏好

市场上品牌标识形状各具形态,它们已成为吸引消费者眼球的重要品牌要素,如何设计出科学实效的品牌标识形状已成为营销策略中基础而又关键的内容。什么形状的品牌标识更能获得目标群体的偏爱?本文从自我构念的水平视角出发,推论认为不同自我构念的个体在"独特性需求"上具有显著差异,由此形成对多角和圆润的品牌标识形状的偏好差异,独特性需求在自我构念与品牌标识形状偏好之间起中介作用。文章通过4个实验,一致证实独立型自我构念的消费者独特性需求更高,偏爱多角的品牌标识;相依型自我构念的消费者,独特性需求更低,偏爱圆润的品牌标识。但上述效应只存在于公开产品购买情境,当消费者购买和使用私人产品时,无论个体的自我构念是独立型还是相依型,他们对品牌标识多角与圆润的偏好没有显著差异。本文推进了自我构念、独特性需求、品牌标识形状等领域的理论研究,为企业在设计、调整品牌标识形状及制定配套营销策略方面提供了丰富的战略启示。     

企业为何履行社会责任却落得“伪善”名声?——企业社会责任类型和感知品牌伪善间的关系

2015年中国300强企业慈善捐款达60.03亿元,形成鲜明对照的是,消费者对企业社会责任行为动机的质疑呈整体上升趋势。企业耗费巨资履行社会责任反遭遇感知伪善,无疑与其初衷背道而驰,而现有理论不能充分解释这一现象的原因。自Wagner等学者2009年在营销顶级期刊开启感知品牌伪善相关研究以来,学者多从社会学借鉴感知个体伪善研究中言行不一的分析框架,把企业社会责任单维化,显然不能反映由多样性利益相关者所决定的企业社会责任类型的差异性和复杂性,所以应从利益相关者视角揭示感知品牌伪善的形成机制。根据利益相关者特征划分企业社会责任类型——技术性和公共性,进而引入其中间机制——合法性理论和感知道德资产理论,最终验证企业社会责任类型的交互作用、企业社会责任类型与宣传的交互作用对感知品牌伪善的影响。考虑到企业社会责任的经济和社会双重影响,这一成果将指引企业正确履行社会责任,促进企业和社会良性互动。     

意图、名声及申述方式对冒犯者所受责备的影响

本研究采用2×2×3的混合实验设计,探讨冒犯意图、冒犯者名声和申述方式对冒犯者所受责备及印象评价的影响。结果表明:(1)无意冒犯和好名声要比有意冒犯和坏名声冒犯者受到更少的责备和更积极的印象评价。(2)意图与申述方式、名声与申述方式之间都没有交互作用。(3)与否认相比,道歉和辩解都使冒犯者受到更积极的印象评价,但道歉和辩解不管是在对冒犯者的责备还是印象评价上所起的作用都没有差别。     

First impressions and professor reputation: influence on student evaluations of instruction

We examined the effects of professor reputation versus first impressions on student evaluations of instruction. Students in 19 Psychology courses completed course evaluation surveys either before meeting the instructor or 2 weeks into the semester. Both groups then completed the course evaluation again at the end of the semester. Unlike evaluations completed prior to meeting the professor, students’ ratings 2 weeks into the semester did not differ from end-of-semester evaluations. Therefore, students considered first impressions more important than professor reputation as determinants of their end-of-the semester evaluations. Results suggest that students form lasting impressions within the first 2 weeks of classes.

顾客间互动影响服务品牌象征价值的心理机制

象征价值是品牌赋予消费者的心理收益, 强化服务品牌的象征价值成为企业提升消费者心理满足感的重要途径。鉴于顾客间互动是现有消费心理研究中重要而尚未得到足够重视的研究视角, 研究试图在文献回顾的基础上, 尝试综合运用访谈法和关键事件法, 构建顾客间互动与服务品牌象征价值的影响关系模型; 拟基于人际关系的三维需求理论, 深入挖掘顾客角色内外互动行为与象征价值之间的作用机制。未来的实证研究中拟运用实验和调研等方法对理论模型进行验证, 以期为服务企业激发顾客的象征消费行为提供理论依据。     

Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy

This study investigated the reciprocal effects between teacher-student relationship quality (TSRQ) and two dimensions of classroom peer relatedness, peer liking and peer academic reputation (PAR), across three years in elementary school and the effect of both TSRQ and the peer relatedness dimensions on academic self efficacy. Participants were 695 relatively low achieving, ethnically diverse students recruited into the longitudinal study when they were in the first grade. Measures of TSRQ and peer relatedness were assessed in years/grades 2-4. Peer liking and PAR were moderately correlated with each other at each time period. As expected, peer liking and TSRQ exhibited bidirectional effects across the three years. Year 3 TSRQ had an effect on Year 4 PAR, but PAR did not have an effect on TSRQ at either time interval. In an additional analysis, Year 4 PAR mediated the effect of Year 3 TSRQ on Year 5 academic self efficacy. Implications for teacher professional development are discussed.