The relationship of language style and online review has drawn increasing academic attention recently as it can provide customers with a guide to make the purchase. Extant research attaches importance to the language style that is presented in the use of function words, instead of product-related content words. This study aimed to examine the language style generated by customers’ comments relating to the product based on content words, that is, product-centered language style (PCLS). We built a corpus of Chinese women clothes online reviews to explore the general picture and distinct features of PCLS and the distinct feature of PCLS. A content-word-centered Linguistic Inquiry and Word Count (LIWC) in terms of product performance is established. PCLS is calculated based on the language style matching (LSM) algorithm. Our results show that the PCLS in women clothes online review is featured by diverse and polarized language styles among three groups of women clothes buyers, and the prioritized arrangement of words of importance contributes to the PCLS. The findings benefit the women clothes industry in which it can help companies quickly find the distinctive and the transition of PCLS and offer an approach for companies to indiscriminately look into the significance of the product category from the linguistic perspective, which can help with product sale strategy and product design.
This study aimed to explore the mediating effect of perceived social support on the relationship between mindfulness and burnout in Chinese special education teachers. Three hundred and seven teachers completed the Five‐Facet Mindfulness Questionnaire, Multi‐dimensional Scale of Perceived Social Support Scale, and Teacher Burnout Inventory. The results showed that burnout was negatively correlated with mindfulness and perceived social support, while perceived social support was positively correlated with mindfulness. Moreover, perceived social support partially mediated the effect of mindfulness on special education teachers' burnout. These results suggest that the use of mindfulness combined with perceived social support may be beneficial for preventing and mitigating burnout among special education teachers.
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