Customers’ Emotional Response and Word-of-Mouth Intention, Based on the Sensory Marketing of Dining Industry: Focused on Five-Star Hotel Restaurant

In this chapter, the authors focus on the role of culture, which increases its effect along with globalization on service failures and improvements. The study is a type of literature review formed by compilation of previous studies in the extant literature. According to the primary findings of such studies, the approach of consumers to service failures and improvements vary depending on their culture. Different satisfaction levels, re-purchase tendency, word-of-mouth communication and its structure (positive or negative), seeing liable for failure, loyalty, replacement, and emotional response against service failures and improvements are seen between different cultures. The authors expect this study to provide clues to service marketing applications and future studies about the effect of culture.

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Electronic word-of-mouth in the mobile service sector: the role of service quality and customer emotional response

International Journal of Services and Operations Management ◽

10.1504/ijsom.2019.10023560 ◽

2019 ◽

Vol 34 (1) ◽

pp. 81

Author(s):

Xiaoying Li ◽

Mohammed Alsaggaf ◽

Kevin Lü

Keyword(s):

Service Quality ◽

Emotional Response ◽

Service Sector ◽

Word Of Mouth ◽

Mobile Service ◽

Electronic Word Of Mouth

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Emotional Experiences of Students in the Classroom

European Psychologist ◽

10.1027/1016-9040/a000014 ◽

2010 ◽

Vol 15 (2) ◽

pp. 142-151 ◽

Cited By ~ 8

Author(s):

Wondimu Ahmed ◽

Greetje van der Werf ◽

Alexander Minnaert

Keyword(s):

Heart Rate ◽

Emotional Response ◽

Task Difficulty ◽

Physiological Reactivity ◽

Emotional Experiences ◽

Heart Rate Monitoring ◽

Coding Scheme ◽

Stimulated Recall ◽

Response Systems ◽

The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

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