Predicting future intentions of basketball spectators using SEM and fsQCA

Moreno, Ferrán Calabuig; Prado-Gascó, Vicente; Hervás, Josep Crespo; Núñez-Pomar, Juan; Sanz, Vicente Añó

doi:10.1016/j.jbusres.2015.10.114

Cited by 47 publications

(22 citation statements)

References 35 publications

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“…The items are answered on a Likert scale with five response anchors ranging from 1 = strongly disagree to 5 = strongly agree , as for the other two scales used in this study. The scale has demonstrated adequate psychometric properties in previous studies[58–59], and adequate psychometric properties were also observed in the present study without any re-specification: χ2(df) = 96.43(34); SB-χ2(df) = 77.07(34); χ2/df = 2.83; CFI = .92; IFI = .92; RMSEA = .063 (IC = .044-.081). In the present study, a reliability of .71 (CI = .66-.76) was obtained for social dominance, and a reliability of .66 (CI = .60-.71) was obtained for opposition to equality.…”

Section: Methodsmentioning

confidence: 99%

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To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?

et al. 2019

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Positive inclusive teacher attitudes are a key factor in achieving inclusive education due to the many benefits they generate for schools and social contexts. Studies have focused on analysing which variables may promote positive attitudes. The objective of this study was to analyse the predictive power of sociodemographic variables, empathy (cognitive and emotional), and social dominance orientation (social dominance and opposition to equality) on teachers’ attitudes, sentiments, and concerns about inclusion by comparing linear relationship models and models based on fuzzy-set comparative qualitative analysis. The sample consisted of 268 teachers of different educational levels aged between 20 and 64 years (M = 42.46, SD = 9.22), 66% of whom were women. The teachers were administered the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale, the Basic Empathy Scale (BES), and the Social Dominance Orientation (SDO) scale. Two different statistical methodologies were used: traditional regression models and fuzzy-set qualitative comparative analysis (QCA) models. The results of the regression models suggest that social dominance is the main predictor of attitudes, sentiments, and concerns about inclusion. Social dominance is negatively related to attitudes and positively related to sentiments and concerns. Only opposition to equality and emotional empathy are related to attitudes. On the other hand, the results of the QCA models suggest that low social dominance and high cognitive and emotional empathy, as well as female sex, predict higher levels of positive attitudes, sentiments, and concerns about inclusion. Since teachers interact most with students, it is important to be aware of how their empathy and social dominance orientations influence inclusion to develop intervention programmes that seek to train teachers in these capabilities.

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Section: Methodsmentioning

confidence: 99%

“…QCA is an analytical technique that allows in-depth analysis of how a series of causal conditions contribute to a particular result[56–58]. QCA models are based on Boolean logic, and the results depend to a large extent on combinations of attributes rather than on the individual contribution of each attribute[59].…”

Section: Introductionmentioning

confidence: 99%

To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?

et al. 2019

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“…These models are focused on the individual prediction and do not consider the possibility of different pathways that would lead to the same result [50,51]. In contrast, fuzzy-set qualitative comparative analysis (fsQCA) is a methodology that allows a more in-depth analysis of how a set of causal conditions contribute to a hypothesised outcome [52,53]. QCA is based on the assumption that such outcome depends on a combination of different factors rather than on individual levels of those factors [54,55].…”

Section: Rationale For the Studymentioning

confidence: 99%

Psychological Risk Factors that Predict Social Networking and Internet Addiction in Adolescents

Peris

Barrera

Schoeps

et al. 2020

IJERPH

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Adolescents’ addictive use of social media and the internet is an increasing concern among parents, teachers, researchers and society. The purpose was to examine the contribution of body self-esteem, personality traits, and demographic factors in the prediction of adolescents’ addictive use of social media and the internet. The participants were 447 Spanish adolescents aged 13−16 years (M = 14.90, SD = 0.81, 56.2% women). We measured gender, age, body self-esteem (body satisfaction and physical attractiveness), personality traits (extraversion, neuroticism, disinhibition and narcissism) and social networking and internet addiction (internet addiction symptoms, social media use, geek behaviour, and nomophobia). The effects of gender, age, body self-esteem and personality on the different dimensions of internet addiction were estimated, conducting hierarchical linear multiple regression analysis and a fuzzy-set qualitative comparative analysis (fsQCA). The results evidenced different pathways explaining four types of adolescents’ internet addiction: gender and disinhibition were the most relevant predictors of addiction symptoms; gender combined with physical attractiveness best explained social media use; narcissism and neuroticism appear to be the most relevant predictors of geek behaviour; and narcissism was the variable that best explained nomophobia. Furthermore, the advantages and differences between both methodologies (regressions vs. QCA) were discussed.

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“…With all of the above, it is clear that there are many studies that relate service quality, value, satisfaction, and the future intentions of sport consumers, but this research largely focuses on the professional level of sport and on spectators (e.g. Calabuig, Prado-Gasc o, Crespo, N uñez-Pomar & Añ o, 2016;Clemes et al, 2011;Yoshida & James, 2010). However, a few very recent studies have analysed the perceptions of athletes participating in sporting events (e.g.…”

Section: Conceptual Framework and Hypothesismentioning

confidence: 99%

The role of passion in the quality-value-satisfaction-intentions chain: linear models and the QCA approach for athletes

Hervás

Moreno

Prado-Gascó

et al. 2019

Economic Research-Ekonomska Istraživanja

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The aim of this research is to determine the role of passion on future intentions, perceived value, and athletes' satisfaction in relation to participatory sport events by combining two methodological approaches: linear models and qualitative comparative analysis (QCA). A sample of participatory sporting event athletes (n ¼ 302) was analysed. The results suggest that there is a direct effect of harmonic passion (HP) on future intentions (FI), value (PV) and satisfaction (AS) and a direct effect of obsessive passion (OP) on satisfaction. Considering the indirect effects, both interactions were significant for the effect of perceived quality (PQ) and perceived value on satisfaction. In addition, there also seems to be a moderating effect of harmonic passion on the relationship of service quality and perceived value on future intentions. Studying the necessary conditions test, none of the conditions seem to be a necessary condition of future intentions. On the other hand, considering sufficient analysis, three sufficiency condition combinations (AS; PV Ã SQ; $OP Ã HP Ã PV) explain 87% of FI. The findings contribute to the prediction of the sport consumer decision-making process and to the understanding of how certain intrinsic variables of customers (passion) relate to service evaluations and can affect consumer assessments of overall perception of the sporting event performance. ARTICLE HISTORY

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Predicting future intentions of basketball spectators using SEM and fsQCA

Cited by 47 publications

References 35 publications

To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?

To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?

Psychological Risk Factors that Predict Social Networking and Internet Addiction in Adolescents

The role of passion in the quality-value-satisfaction-intentions chain: linear models and the QCA approach for athletes

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