Customer Loyalty toward grocery retailing service: a multidimensional approach to costumer perceived value

Structured abstract Purpose: To deepen, in grocery retail context, the roles of consumer perceived value and consumer satisfaction, as antecedents’ dimensions of customer loyalty intentions. Design/Methodology/approach: Also employing a short version (12-items) of the original 19-item PERVAL scale of Sweeney & Soutar (2001), a structural equation modeling approach was applied to investigate statistical properties of the indirect influence on loyalty of a reflective second order customer perceived value model. The performance of three alternative estimation methods was compared through bootstrapping techniques. Findings: Results provided i) support for the use of the short form of the PERVAL scale in measuring consumer perceived value; ii) the influence of the four highly correlated independent latent predictors on satisfaction was well summarized by a higher-order reflective specification of consumer perceived value; iii) emotional and functional dimensions were determinants for the relationship with the retailer; iv) parameter’s bias with the three methods of estimation was only significant for bootstrap small sample sizes. Research limitations:/implications: Future research is needed to explore the use of the short form of the PERVAL scale in more homogeneous groups of consumers. Originality/value: Firstly, to indirectly explain customer loyalty mediated by customer satisfaction it was adopted a recent short form of PERVAL scale and a second order reflective conceptualization of value. Secondly, three alternative estimation methods were used and compared through bootstrapping and simulation procedures.

Preschoolers’ free play - connections with emotional and social functioning

Play has an important role in various aspects of children’s development. However, time for free play has declined substantially over the last decades. To date, few studies have focused on the relationship between opportunities for free play and children’s social functioning. The aims of this study are to examine whether children ́s free play is related to their social functioning and whether this relationship is mediated by children ́s emotional functioning. Seventy-eight children (age, 55- 77 months) were tested on their theory of mind and emotion understanding. Parents reported on their children’s time for free play, empathic abilities, social competence and externalizing behaviors. The main findings showed that free play and children’s theory of mind are negatively related to externalizing behaviors. Empathy was strongly related to children’s social competence, but free play and social competence were not associated. Less time for free play is related to more disruptive behaviors in preschool children, however certain emotional functioning skills influence these behaviors independently of the time children have for free play. These outcomes suggest that free play might help to prevent the development of disruptive behaviors, but future studies should further examine the causality of this relationship.

Between service and loyalty: chancery and chancellors of Portugal in the 14th century

Estudo dos perfis e carreiras dos chancelares que serviram os reis portugueses ao longo do século XIV. Procura-se, com este estudo, reflectir sobre a evolução do papel dos eclesiásticos na construção da realeza e estabelecer tendências para a evolução dos perfis dos protagonistas do serviço régio.

Social competence and emotional comprehension: How are they related in children?

The developmental progression of emotional competence in childhood provides a robust evidence for its relation to social competence and important adjustment outcomes. This study aimed to analyze how this association is established in middle childhood. For this purpose, we tested 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Firstly, for assessing social competence we used an instrument directed to children using critical social situations within the relationships with peers in the school context - Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012); children were assessed by three sources: themselves, their peers and their teacher. Secondly, we assessed children’s emotional understanding, individually, with the Test of Emotion Comprehension (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004). Relations between social competence levels (in a composite score and using self, peers and teachers’ scores) and emotional comprehension components (comprehension of the recognition of emotions, based on facial expressions; external emotional causes; contribute of desire to emotion; emotions based on belief; memory influence under emotional state evaluation; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotion experience) were investigated by means of two SSA (Similarity Structure Analysis) - a Multidimensional Scaling procedure and the external variable as points technique. In the first structural analysis (SSA) we will consider self, peers and teachers’ scores on Social Competence as content variables and TEC as external variable; in the second SSA we will consider TEC components as content variables and Social Competence in their different levels as external variable. The implications of these MDS procedures in order to better understand how social competence and emotional comprehension are related in children is discussed, as well as the repercussions of these findings for social competence and emotional understanding assessment and intervention in childhood is examined.