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Author(s): Letty Y.-Y. Kwan [sup.1] , Yu Sheng Hung [sup.2] Author Affiliations: (1) grid.437123.0, 0000 0004 1794 8068, The University of Macau, , Avenida da Universidade, Taipa, Macau, China (2) [...], Our behaviors are often inconsistent with our attitudes. In the current Study, we took a norm approach to understand why car owners continue to use private cars despite their support for environmentalism. In an experience sampling study, a large representative sample of 610 commuters from a megacity participated in a 2-part study. In the first part, they completed measures of their pro-environmental attitudes and their beliefs about society's perception of users using transportation types. After ten days, they recorded their commute behaviors on every trip they made over seven days (including a public holiday, four workdays, and a weekend). The results, which included recorded trips from 193 car owners, showed that car owners with strong pro-environmental attitudes used their cars more often when motivated by intersubjective norms. Interestingly, the results were reversed when car owners with strong pro-environmental attitudes were motivated by personal norms. The results concluded that pro-environmental attitudes alone could not predict pro-environment behaviors; instead, activating one's norms or changing one's perceived intersubjective norms are needed alongside strong pro-environmental attitudes to change one car driving behaviors.

This study is a meta-analytical study that examines the effectiveness of gamification in learning performance in educational settings (n = 29; year-span = 2011-2019). Specifically, it aimed to investigate (a) whether gamification could improve learning performance, and (b) whether peer interaction (i.e., peer competition and peer collaboration) moderated the effectiveness of gamification in learning performance. Results from random-effects models showed significant effects of gamification in learning performance (g = 0.595, 95% CI [0.432, 0.758], N = 3515). This effect remained robust after excluding outliers and was stable in a sub-split analysis that excludes studies with low methodological rigor (i.e., studies with pre-post test design). Subgroup analyses revealed a moderating effect of peer competition in gamification in learning, suggesting that competitive games were better than non-competitive games for promoting learning performance in educational settings. However, this effect was not robust and no evidence of subgroup differences were found in the sub-split analysis. Peer collaboration did not moderate the effectiveness of gamification in learning as no subgroup differences were found between collaborative games and non-collaborative games. The effectiveness of games that were both competitive and collaborative did not differ from those that were only competitive. Other moderators such as education level and research design were also investigated. No subgroup differences were found for these two moderators. Educational implications and limitations were further discussed.

Results from a field experiment conducted in Guangzhou, China, show that Chinese consumers react more negatively to culture-mixed products after shopping (vs. simply entering) in a highstatus Chinese store (Exception). This effect was absent among Chinese consumers who shopped (vs. simply entered) in a high-status European store, a low-status European store, or a lower status Chinese store. The effect was also absent among Western shoppers. We argue that the Exception effect among Chinese consumers emerges due to heightened perceptions of the rising status of China -- which might increase the positivity of Chinese identity and hence prompt a rejection of foreign cultural influences. [ABSTRACT FROM AUTHOR]

Past research has shown that exposure to cultural symbols can influence personal preferences. The present research extends this finding by showing that cultural symbols acquire their cultural significance in part through their associations with intersubjectively important values—values that are perceived to be prevalent in the culture. In addition, cultural symbols can influence personal preferences through the activation of perceived normative preferences. In Study 1, perceived liking of Bush among Americans was linked to the perceived popularity of intersubjectively important values in the USA. In Study 2, both priming Bush and personal endorsement of intersubjectively important values increased Americans' liking of iconic brands (brands that symbolize American culture). Furthermore, perceived normative preferences for iconic brands fully mediated this effect. [ABSTRACT FROM PUBLISHER]

Understanding how culture influences consumer behaviors is crucial to success in international marketing. In this monograph, the authors present a conceptual and empirical framework for understanding how culture impacts consumer behaviors, and recommend seven analytical steps for understanding similarities and differences between cultures as well as within-culture variations in consumer behaviors. These analytical steps are: (1) identify the key components of culture; (2) find out and describe the major clusters of countries or regions based on their similarities and differences in consumption behaviors; (3) relate similarities and differences in consumption behaviors to key components of culture; (4) develop and test specific hypotheses regarding the joint effects of different components of culture on consumption behaviors; (5) track the changes in consumption behavior within a country in response to social and economic development; (6) formulate and test specific hypotheses regarding the joint effects of different components of culture on changes in consumer behaviors within a country; and (7) conduct experimental studies to understand when consumers will follow cultural norms and when they will not. In the present monograph, we illustrate the utility of the proposed conceptual and analytical approach by combining business analytic and experimental methods to model tourist consumption, although this approach can be applied to explain behaviors in other domains of consumption. The authors close by suggesting several directions for future research on culture and behavior. [ABSTRACT FROM AUTHOR]

The articles in this forum present many innovative ideas on the role of culture in creativity. In this commentary, we first discuss the contributions of these articles in relation to two recurrent themes: (i) where creativity resides and (ii) what conceptual refinements are needed to push the field forward. Next, we outline a process model of creativity and explain the role of culture at each stage of knowledge creation. We argue that successful innovation involves one or more iterations of the following three stages: (i) authoring new ideas; (ii) selecting, editing, and marketing new ideas; and (iii) acceptance of the new ideas in the market. The desired outcomes are different at the different stages, and culture influences all stages of the process. Specifically, existing knowledge provides a reference point for evaluating the originality of ideas; assumed cultural consensus provides the normative basis for idea selection, editing, and marketing; and actual cultural norms determine how likely an idea will be accepted in a culture. Furthermore, different social and psychological processes are at work at different stages of the creativity process, and culture can affect the outcomes of the creativity process through its effects on these social and psychological processes. [ABSTRACT FROM AUTHOR]