Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
43,599
result(s) for
"Willingness"
Sort by:
Willingness to pay framework : climate change mitigation in households
\"This book aims to develop a framework for the assessment of population preferences in climate change mitigation policies by applying Willingness to Pay (WTP) approach and presents the results from several case studies in Lithuania on renewable energy generation and renovation in different households. These analyses of climate change mitigation policies and measures, based on the assessment of their effectiveness, provide recommendations for developing innovative measures in other countries. Since public preferences are variable, climate change mitigation policies can change these preferences and allow to form new ones. A useful reference for academics, policy makers, and business community\"-- Provided by publisher.
Book
A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates
Willingness to communicate (WTC) has been considered an important part of the language learning and communication process, playing a pivotal role in the development of language learners’ communicative competence. Many studies have been conducted on the relationship between WTC and related variables in learning English as a foreign language. However, there is a lack of a comprehensive meta-analysis concerning the effect sizes of these studies. Thus, the present meta-analysis investigated the overall average correlation between L2 WTC and three key variables influencing foreign/second language learners’ WTC, specifically perceived communicative competence, language anxiety, and motivation. The results of the meta-analysis indicated that all three variables were moderately correlated with L2 WTC, with perceived communicative competence having the largest effect. Finally, tests of the heterogeneity of the effect sizes indicated the possibility of the presence of the moderators which might play an influential role in the relationship of WTC with anxiety, perceived communicative competence, and motivation.
Journal Article
The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement
Background
Teacher-student interactions and proximity have been shown influential in second/foreign (L2) education. However, the role of L2 teachers’ immediacy behaviors on students’ willingness to communicate (WTC) and academic engagement remains relatively unexamined in the context of English as a foreign language (EFL).
Purpose
This study intended to examine the association among EFL teachers’ immediacy behaviors and students’ WTC and engagement.
Methods
In this quantitative study, three online questionnaires were completed by 400 Chinese EFL students in different universities out of which 364 were valid.
Results
The results of statistical analysis and structural equation modeling (SEM) indicated that teachers’ immediacy behaviors (verbal, nonverbal) had a highly significant influence on EFL students’ WTC (ß=0.89, p = .000) and academic engagement (ß=0.71, p = .000). It was also revealed that teachers’ immediacy could predict 89% and 71% of variances in students’ WTC academic engagement, respectively.
Conclusions
Based on the results, I could be concluded that EFL teachers’ interpersonal communication abilities (e.g., immediacy) foster the establishment and growth of other positive outcomes among learners.
Implications
The study presents some conclusions and practical implications for EFL teachers, materials developers, and trainers to integrate the nonverbal cues of L2 communication into their practices. Such practices have the potential to enhance students’ willingness to communicate (WTC) and improve academic engagement.
Journal Article
Chinese Consumers’ Attitudes and Potential Acceptance toward Artificial Meat
The interest for artificial meat has recently expanded. However, from the literature, perception of artificial meat in China is not well known. A survey was thus carried out to investigate Chinese attitudes toward artificial meat. The answers of 4666 respondents concluded that 19.9% and 9.6% of them were definitely willing and unwilling to try artificial meat respectively, whereas 47.2% were not willing to eat it regularly, and 87.2% were willing to pay less for it compared to conventional meat. Finally, 52.9% of them will accept artificial meat as an alternative to conventional meat. Emotional resistance such as the perception of “absurdity or disgusting” would lead to no willingness to eat artificial meat regularly. The main concerns were related to safety and unnaturalness, but less to ethical and environmental issues as in Western countries. Nearly half of the respondents would like artificial meat to be safe, tasty, and nutritional. Whereas these expectations have low effects on willingness to try, they may induce consumers’ rejection to eat artificial meat regularly, underlying the weak relationship between wishes to try and to eat regularly. Thus, potential acceptance of artificial meat in China depends on Chinese catering culture, perception of food and traditional philosophy.
Journal Article
The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset
The important role of willingness to communicate (WTC) in facilitating second language (L2) learning and use has been widely endorsed. However, few studies have examined how teacher support in an L2 class may predict students’ L2 WTC. Such a relationship may also be mediated by learners’ L2 anxiety, a typical predictor of L2 WTC, and moderated by learners’ beliefs about the malleability of their language learning ability, a construct known as growth language mindset. Framed from the Control-Value Theory (Pekrun, in Educ Psychol Rev 18(4):315–341, 2006) and the Language-Mindset Meaning System (Lou and Noels, in: Lamb, Csizér, Henry, Ryan (eds) The Palgrave handbook of motivation for language learning, Palgrave Macmillan, 2019a, System 86:102126, 2019b), this study aimed to investigate the relationships between teacher support, L2 anxiety, growth language mindset, and L2 WTC. The data were collected from 551 English-as-a-Foreign-Language (EFL) learners in Iran and analyzed using structural equation modeling (SEM). The results showed that teacher support was directly and positively associated with L2 WTC, and this relationship was significantly mediated by L2 anxiety. The relationship between teacher support and L2 WTC, however, was only significant among learners with medium and high levels of growth language mindset. In addition, growth language mindset also moderated the negative relationship between L2 anxiety and L2 WTC, with this relationship being weaker among learners with higher levels of growth language mindset. Finally, theoretical and pedagogical implications and directions for future research are presented.
Journal Article
Willingness-to-pay for robot-delivered tourism and hospitality services – an exploratory study
Purpose
This paper aims to investigate potential consumers’ willingness to pay for robot-delivered services in travel, tourism and hospitality, and the factors that shape their willingness to pay.
Design/methodology/approach
An online survey yielded a sample of 1,573 respondents from 99 countries. Independent samples t-test, Analysis of variance (ANOVA), cluster, factor and regression analyses were used.
Findings
Respondents expected to pay less for robot-delivered services than human-delivered services. Two clusters were identified: one cluster willing to pay nearly the same price for robotic services as for human-delivered services, whilst the other expected deep discounts for robotic services. The willingness-to-pay was positively associated with the attitudes towards robots in tourism, robotic service experience expectations, men and household size. It was negatively associated to travel frequency, age and education.
Research limitations/implications
The paper’s main limitation is its exploratory nature and the use of a hypothetical scenario in measuring respondents’ willingness to pay. The data were gathered prior to the COVID-19 pandemic and do not reflect the potential changes in perceptions of robots due to the pandemic.
Practical implications
Practitioners need to focus on improving the attitudes towards robots in tourism because they are strongly and positively related to the willingness to pay. The marketing messages need to form positive expectations about robotic services.
Originality/value
This is one of the first papers to investigate consumers’ willingness to pay for robot-delivered services in travel, tourism and hospitality and factors that shape their willingness to pay.
Journal Article
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE
The purpose of the present study was to examine the relations between emotions, classroom environment, and willingness to communicate (WTC) using the advanced quantitative methodological procedure of doubly latent multilevel analysis. To this end, 1528 secondary school students from 65 different classrooms in Iran participated in the study. Results of the doubly latent multilevel analysis showed that a positive classroom environment is related to fostering WTC and enjoyment, while it reduces anxiety among students. Moreover, enjoyment was found as an important factor in increasing WTC at both student and classroom level, while anxiety reduced WTC only at the student level. Finally, the results of the study are discussed and pedagogical implications are provided for language teachers.
Journal Article
How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
Willingness To Communicate (WTC), as a crucial goal of second/foreign language (L2) education and the last step before the actual communication behaviour, has received considerable research attention. The present study used Structural Equation Modelling (SEM) to investigate the roles of all L2 Motivational Self System (L2MSS) components as well as L2 anxiety and learning enjoyment in predicting WTC among Iranian English-as-a-Foreign-Language (EFL) learners. The findings showed that ideal self, ought-to self, and learning experience directly and positively predicted WTC. Additionally, L2 anxiety had a complementary mediating role in the relationships between ‘ideal self and WTC’ and ‘learning experience and WTC’ and played a competitive mediating role in the association between ‘ought-to self and WTC’. Furthermore, learning enjoyment mediated the relationships between ‘ideal self and WTC’ and ‘learning experience and WTC’ but not ‘ought-to self and WTC’. Pedagogical implications regarding the roles of L2MSS components in WTC as well as the mediating roles of L2 anxiety and learning enjoyment are presented.
Journal Article
The role of episodicmemory sampling in evaluation
Many models of choice assume that people retrieve memories of past experiences and use them to guide evaluation and choice. In this paper, we examine whether samples of recalled past experiences do indeed underpin our evaluations of options. We showed participants sequences of numerical values and asked them to recall as many of those values as possible and also to state how much they would be willing to pay for another draw from the sequence. Using Bayesian mixed effects modeling, we predicted participants' evaluation of the sequences at the group level from either the average of the values they recalled or the average of the values they saw. Contrary to the predictions of recall-based models, people's evaluations appear to be sensitive to information beyond what was actually recalled. Moreover, we did not find consistent evidence that memory for specific items is sufficient to predict evaluation of sequences. We discuss the implications for sampling models of memory and decision-making and alternative explanations.
Journal Article
The Determinants of Attitudes toward Strategic Default on Mortgages
We use survey data to measure households' propensity to default on mortgages even if they can afford to pay them (strategic default) when the value of the mortgage exceeds the value of the house. The willingness to default increases in both the absolute and the relative size of the home-equity shortfall. Our evidence suggests that this willingness is affected by both pecuniary and non-pecuniary factors, such as views about fairness and morality. We also find that exposure to other people who strategically defaulted increases the propensity to default strategically because it conveys information about the probability of being sued.
Journal Article