Early or Late? Entry timing in online IT service markets and the moderating effects of market characteristics

2020 ◽  
Vol 114 ◽  
pp. 265-277
Author(s):  
Xinlin Yao ◽  
Peiran Zhang ◽  
Xianghua Lu ◽  
Lihua Huang
Keyword(s):  
Moderating Effects ◽  
It Service ◽  
Late Entry ◽  
Entry Timing ◽  
Service Markets

An examination of the effects of early and late entry on career attainment

2003 ◽  
Vol 32 (2) ◽  
pp. 133-150 ◽  
Author(s):  
Amy E. Hurley ◽  
Stefan Wally ◽  
Sharon L. Segrest ◽  
Terri Scandura ◽  
Jeffrey A. Sonnenfeld
Keyword(s):  
Labor Markets ◽  
Model Theory ◽  
Career Success ◽  
Middle Management ◽  
Internal Labor Markets ◽  
Moderating Effects ◽  
Large Corporation ◽  
Career Attainment ◽  
Late Entry ◽  
Corporate Office

Literature on tournament mobility in internal labor markets (ILMs) is reviewed revealing a paucity of studies examining the promotion patterns of late entrants into internal promotion systems. An investigation of 502 managers in a large corporation indicated that late entry into the ILM organization was significantly and positively related to career attainment, supporting the “clean slate effect”. In addition, experience in the corporate office was positively related to managerial career attainment, while being female was negatively related to career attainment. In contrast to the tournament model theory, the number of years to reach middle management was positively related to career success. While no effect for race was found, this may be due to the relatively low representation of minorities in the firm studied. Moderating effects of late entry on gender, race or corporate experience were also not found.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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