Концептуальная модель конкурентоспособности интернет-магазинов и ее количественная оценка
The academic research in the area of service marketing generally assumes friendly or neutral context of the encounters between employees and customers in the servicescape by default. Recently, however, scholars unveiled a new notion namely ‘Dark Side of Marketing’ (DSM) which led to an increasing stream of pertinent publications found in the literature. DSM is a complex yet multifaceted notion and is about the adverse effects of marketing paradigm implementation for humans, businesses and environment. Deviant behavior is a notable phenomenon pertinent to the nature of DSM, as it is mostly examined in relevant studies in comparison with other DSM manifestations. Deviant behavior is also emphasized in DSM studies because of its determined negative impact on customer satisfaction, loyalty, WOM and, ultimately, on business performance metrics.
To date, there is no DSM studies completed in the context of the Russian service industry as literature witnesses although this research question bears an apparent relevance for the local business. This paper is destined to bridge this gap by addressing the issue by defining the deviant behavior antecedents and gauging their consequences for marketing actors at the servicescape. The research results are based on empirical study of data collected from n=133 sample and on the analysis with utilization of Structural Equitation Modeling (SEM) method.
Students’ educational outcomes reflect their knowledge. However, besides the knowledge, self–concept and interest are having a serious effect on educational outcomes. This paper focuses on examining links between math educational outcomes, math self–concept, and interest in this discipline. The study uses a sample of 316 Russian fifth graders. They solved the math test and answered personality questionnaire items. The method of analysis for this study is structural equation modeling. One of the more significant findings to emerge from this study is that high educational outcomes in math associated with the high level of math self–concept. It was also shown that the link between these variables is not moderated by interest in math. These findings suggest an importance of self–concept’s timely measuring. The findings of this study have a number of important implications for future practice of pursuing STEM related degrees.