Influence of Feature Centrality on Consumer’s Evaluation of Green Products: Moderating Effects of Type of Benefit and Firm Intention

2021 ◽  
Vol 36 (1) ◽  
pp. 27-54
Author(s):  
Jeong-Wan Doo
2020 ◽  
Vol 12 (18) ◽  
pp. 7461 ◽  
Author(s):  
Ying-Kai Liao ◽  
Wann-Yih Wu ◽  
Thi-That Pham

The purpose of this study is to integrate the theoretical base of green purchasing by using the signaling theory approach to green marketing. Since previous studies do not combine relevant factors from the perspective of Signaling Theory and Attitude-Behavior-Context (ABC) Theory for green purchase, this study attempts to examine the effects of green customer value and attitude towards green products on green purchase intention. Moreover, it aims to identify the moderating effects of green marketing and green psychological benefits on the relationships between customer value, attitude, and green purchase intention. This study involved a survey that comprised 319 customers with at least a year’s experience in buying green products in Cambodia. The findings empirically revealed a significant and positive influence of green customer value on attitude towards green products. Furthermore, both green customer value and attitudes towards green products have a positive effect on green purchase intention. Green marketing (environmental advertising, and green word-of-mouth) and green psychological benefits (warm glow, self-expressive benefits, and nature experience) moderate the relationships between customer value, attitude towards the green product, and green purchase intention. The results may be beneficial for managers and marketers to develop appropriate green marketing strategies. They may also be helpful for academicians to conduct further validations regarding the theoretical framework of green purchasing.


2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier

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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