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Previous research suggests the crucial role of parents in developing social behaviors of their children. However, less evidence is available on the role of parents in shaping responsible financial management behavior among children for their later life. This study bridges this gap by investigating the role of financial parenting in improving well-being among young Saudi people. Particularly, this study examines the role of financial parenting, childhood financial socialization and childhood financial experiences in developing responsible financial self-efficacy and financial coping behaviors to determine financial well-being among young adults in Saudi Arabia.

This study uses a two-step mixed-method approach comprising analyses of symmetric (net effects) and asymmetric (combinatory effects) modelling to test the proposed model. A symmetrical analysis examines the role of financial parenting factors that are sufficient for improving financial well-being among Saudis. An asymmetrical analysis is used to explore that a set of combinations of financial parenting conditions lead to high performance of financial well-being. Data have been collected from 350 students enrolled in undergraduate and postgraduate programs in Saudi Arabia.

According to asymmetric modeling (i.e. fsQCA) analysis, parents and practitioners can combine financial parenting, childhood financial socialization and childhood financial experiences along with financial self-efficacy and financial coping behaviors in a way that satisfied the conditions (i.e. causal antecedent conditions) leading to high financial well-being. Importantly, the condition of high financial well-being is not mirror opposite of causal antecedent conditions of low financial well-being.

This study contributes to the current knowledge by applying both symmetrical and asymmetrical modelling to indicate a high level of financial well-being. Besides, there is sparse empirical evidence available in the context of Saudi Arabia on how financial parenting, socialization and financial experiences in childhood improve children's financial well-being in their later life.

According to asymmetric modeling (i.e. fsQCA) analysis, parents and practitioners can combine financial parenting, childhood financial socialization and childhood financial experiences along with financial self-efficacy and financial coping behaviors in a way that satisfied the conditions (i.e. causal antecedent conditions) leading to high financial well-being. Importantly, the condition of high financial well-being is not mirror opposite of causal antecedent conditions of low financial well-being. The parents and practitioners must be cautious to regulate the condition in which the combination of the antecedents is not in line with the causal recipes of financial well-being negation.

This study deepens the current knowledge by employing both symmetrical and asymmetrical analysis for testing structural and configurational models indicating the high performance of financial well-being . The study proposes and tests an integrated model to bring new contributions to prior literature. This study also attempts to propose valuable research directions for future researchers interested in the topic.

This paper aims to explore the influencing factors of public perceived efficacy of emergency infrastructure projects based on the triadic interactive determinism, and analyze the relationship among these factors.

Based on the triadic interactive determinism, we explored the factors influencing public perceived efficacy of emergency infrastructure project and empirically verified the relationship among these factors and perceived efficacy by using data drawn from a questionnaire survey of 491 residents near Leishenshan Hospital, Jiangxia District, Wuhan, China.

Prior experience, emotional response, personal expectation, public trust, context message and interactivity level, namely behavior, individual and environment, affect the perceived efficacy of public emergency infrastructure projects.

The results offer an insight into public perceived efficacy of emergency infrastructure project from the perspective of antecedents in a triadic reciprocal determinism, which provides a reference basis for the sustainable development of the emergency infrastructure projects. This study also suggests valuable practical implications to government departments to improve the quality of administrative decision-making effectively.

Although existing studies have found some influencing factors of public perceived efficacy in general infrastructure, there is still a lack of systematic carding and quantitative description of influencing factors of public perceived efficacy of emergency infrastructure projects. This study bridges this gap by exploring the determinants and their influencing relationship of public perceived efficacy especially for emergency infrastructure projects.

The present study’s goal is to assess the effect of a serious game on the development of entrepreneurial competence, self-efficacy and intention and thereby contribute to clarifying the usefulness of this approach in entrepreneurship education.

The study sample and method included 76 graduate students, selected through a convenience sampling technique and collected through a self-administered questionnaire. To examine the impact of the gaming session, a pre-test post-test design approach was employed. Consequently, all students completed a survey both at the beginning and end of the gaming session.

Our study found that game-based learning effectively enhances students' entrepreneurial competence, particularly in areas like generating ideas, managing resources and taking action, while also boosting self-efficacy. However, it didn't significantly impact entrepreneurial intentions. The effectiveness depends on students' prior gaming experience, especially in resource management and taking action. Additionally, it positively influences women's self-efficacy more than men. The field of study also plays a role, with design students showing notable development in idea generation, entrepreneurial intentions, and self-efficacy. Overall, game-based learning is a valuable tool for entrepreneurship education, but its effects vary based on prior experience, gender and field of study.

Several limitations of the study should be considered. First, the small sample size acquired through convenience sampling and the potential for social response bias, even with respondent anonymity, could limit the generalizability of the study's findings. Second, the study recognizes that the effectiveness of a serious game is greatly influenced by the game's design, making findings from studies with different game-based learning approaches potentially different. Lastly, the impact of student interactions during the game session was not evaluated.

The study's practical implications are significant. It demonstrates the effectiveness of game-based learning in cultivating entrepreneurial competence and self-efficacy, particularly benefiting women and design students. These findings emphasize the importance of integrating serious games (SG) into entrepreneurship education to nurture vital entrepreneurial competences essential for students' career development as entrepreneurs or employees. The study encourages the development of SG tailored for use in entrepreneurship classes. Additionally, it underscores the need to educate educators about the advantages of incorporating game-based learning into their teaching strategies, offering a practical pathway to enhance entrepreneurship education and better prepare students for the modern job market.

The study's social implications are substantial. It highlights the effectiveness of game-based learning in nurturing entrepreneurial competence and self-efficacy, particularly benefiting women and design students. This underscores the importance of integrating Serious Games (SG) into entrepreneurship education, emphasizing the need for more SG tailored for use in entrepreneurship classes. Furthermore, it calls for increased awareness among educators about the advantages of incorporating game-based learning into their teaching methods. Ultimately, these findings have the potential to positively impact students' career development, whether as entrepreneurs or employees, by equipping them with crucial entrepreneurial skills.

This study brings a novel perspective in three distinct ways. Firstly, it centers on the pivotal entrepreneurial competences outlined in the EntreComp framework by the European Commission, addressing the challenge of identifying which competences are most relevant for entrepreneurial education. By doing so, it ensures a focus on competence areas critical for entrepreneurs, such as ideas and opportunities, resources, and action. Secondly, it explores the impact of game experience on the development of entrepreneurial competences, entrepreneurial intention, and self-efficacy, a relationship hitherto unexplored. Thirdly, the study examines how students' demographic and contextual characteristics influence the development of entrepreneurial competence, intention, and self-efficacy through a game-based learning approach. These unique perspectives contribute valuable empirical data to both theory and practice in the field of entrepreneurship education.

Enforcing employee compliance with information systems security policies (ISSP) is a herculean task for organizations as security breaches due to non-compliance continue to soar. To improve this situation, researchers have employed fear appeals that are based on protection motivation theory (PMT) to induce compliance behavior. However, extant research on fear appeals has yielded mixed findings. To help explain these mixed findings, the authors contend that efficacy formation is a cognitive process that is impacted by the cognitive load exerted by the design of fear appeal messages.

The study draws on cognitive load theory (CLT) to examine the effects of intrinsic cognitive load, extraneous cognitive load and germane cognitive load on stimulating an individual’s efficacy and coping appraisals. The authors designed a survey to collect data from 359 respondents and tested the model using partial least squares.

The analysis showed significant relationships between cognitive load (intrinsic, extraneous, and germane) and fear, maladaptive rewards, response costs, self-efficacy and response efficacy.

This provides support for the assertion that fear appeals impact the cognitive processes of individuals that then in turn can potentially affect the efficacy of fear and coping appraisals. These findings demonstrate the need to further investigate how individual cognition is impacted by fear appeal design and the resulting effects on compliance intention and behavior.

This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.

The study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.

The data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.

The methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.

This paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.

This study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.

This study aims to determine how the attitudes toward artificial intelligence (AI) of religious tourists affect their AI self-efficacy and their engagement in AI. This study specifically intends to investigate the mediating role of AI self-efficacy in the relationship between attitudes toward AI and the engagement in AI of religious tourists. This study also seeks to identify the role of AI assistant use as a moderator in the relationship between attitudes toward AI and AI self-efficacy.

The data used in this study was gathered from a sample of 282 religious tourists who had just visited Karbala, central Iraq. Purposive sampling, which comprises a focused and systematic approach to data collection, was used after carefully assessing the distinctive characteristics and properties of the research population.

The results showed that attitudes to AI had a noticeable impact on AI self-efficacy, which, in turn, exerted a positive impact on engagement with AI. In addition, the use of AI assistants acted to positively moderate AI self-efficacy in terms of mediating the link between attitudes to AI and AI engagement.

The distinctive focus on religious tourists adds an original perspective to the existing literature, shedding light on how their attitudes towards AI impact not only their self-efficacy but also their engagement in dealing with AI. In addition, this study delves into the moderating role of AI assistant use, introducing a unique factor in understanding the complex interplay between attitudes, self-efficacy, and engagement in the context of religious tourism. The selection of Karbala, central Iraq, as this study site further adds originality, providing insights into a specific religious and cultural context.

The aim of this study is to examine the relationships among hotel employees’ creative self-efficacy, co-creation and new service development moderated by collective efficacy in the context of social exchange theory (SET).

Data were collected by using questionnaire from the frontline employees working in hotels in Pakistan. A total of 220 employees participated in the survey. Structural equation modeling has been used.

Results show that employees’ creative self-efficacy enhances co-creation and helps in new services development. Moreover, collective efficacy moderates the relationship between individual employees’ creative self-efficacy and co-creation.

Hotel managers should focus on building employees' self-efficacy beliefs to enhance their motivation and performance in new service development. Moreover, they should establish platforms for co-creation with customers, involving them in idea generation, feedback and testing, to ensure new services meet customer needs and increase their adoption.

Earlier literature has examined the co-creation and new service development from various perspectives, largely ignoring the social exchange theory. This is the pioneering study that examines these relationships through the lens of social exchange theory. Moreover, most of the literature has analyzed the co-creation separately, i.e. either employees’ co-creation or customers’ co-creation. To understand the phenomenon of co-creation in depth it is believed that co-creation should be analyzed from both these aspects. Therefore, this study examined this phenomenon by including employees’ as well as customers’ co-creation for better understanding. Moreover, the group influence is examined in explaining the new service development through collective efficacy. Therefore, this study is unique in explaining the co-creation and new service development from various angles.

Research has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.

The study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.

The findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.

The significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.

Although technology still dominates, human resources and how they are managed is receiving increased attention in the analysis of gaining competitive advantage. Yet, many complex questions remain. This study first examines the theoretical understanding of employee engagement. Then an empirical investigation is made of the role that a wide variety of managers’ (n = 170) psychological state of self‐efficacy plays in the relationship between their employees’ (average of about 16 per manager) measured engagement and a multiple measure (self, subordinates and peers) of the managers’ effectiveness. Results of the statistical analysis indicate that the manager’s self‐efficacy is a partial mediator of the relationship between his or her employees’ engagement and the manager’s rated effectiveness. Overall, these findings suggest that both employee engagement and manager self‐efficacy are important antecedents that together may more positively influence manager effectiveness than either predictor by itself. Implications for effective management development and practice are discussed.

An increasing number of studies point to student gains from participation in leadership development opportunities. However, very little research exists to explore who has access to these experiences. In this paper, we investigate whether a student’s employment off-campus has an impact on their ability to participate in, and experience gains in leadership efficacy from leadership training opportunities. We employ a linear regression path analysis to identify potential relationships between pre-college leadership efficacy, off-campus employment, participation in leadership training opportunities, and leadership efficacy for undergraduate students at a university in the Pacific Northwest. Pre-college leadership efficacy was the strongest predictor of leadership efficacy for undergraduate students, with hours of employment and leadership training having small, but significant, mediating effects. This begs the question: How do students build their leadership efficacy prior to entering post-secondary education and what drives students to continue to pursue experiences that develop their leadership efficacy?