Attending cram school has long been a trend in ethnic Chinese culture areas, including Taiwan. Despite the fact that school reform policies have been implemented in Taiwan, cram schools have continued to prosper. Therefore, in this educational culture, how to achieve a good educational effect is also a topic worthy of discussion. However, whether students really engage in those tutoring programs provided by cram schools has seldom been studied. To address this gap, this study explored how parents’ hovering attitude toward life and coursework influences their children’s engagement in cram schools. This study targeted those students who attend English cram schools to test the correlates between two types of helicopter parenting, tutoring engagement and continued attendance at cram schools. A total of 320 questionnaires were sent out, and 300 were returned, giving an overall response rate of 93.75%. Excluding seven incomplete or invalid questionnaires, 293 valid questionnaires were re
This research performs three experiments to investigate the influence mechanisms of identity cues in product reviews on consumers’ purchase intention, and to examine the effects of reference groups. The results indicate that: (1) identity cues in positive reviews have a significant positive impact on consumers’ purchase intention, while identity cues in negative reviews have a significant negative impact on consumers’ purchase intention; in addition, identity cues play a greater role in amplifying the impact of negative reviews on purchase intention; (2) emotional social support has a mediating role in the relationship between reviewers’ identity cues and purchase intention, while informational social support and review credibility only play significant mediating roles under all positive reviews scenario; and (3) identity cues of dissociative groups have a negative impact on purchase intention, whereas identity cues of in-groups or aspirational groups have a positive impact on