Conformity occurs when the subject demonstrates the same behavior or attitude as the object. The subject is the individual who conforms. The object(s) may be individuals, groups, organizations, policies, rules and regulations, or the experience or natural instinct of the subject. Conformity is divided into 2 categories: irrational conformity (herd behavior) and rational conformity (abidance, compliance, and obedience). In this study we explain the meaning of abidance, compliance, obedience, and herd behavior. The conclusions have implications in the fields of commerce, education, service, politics, management, religion, and more.

The purpose of this study was to examine the push (i.e., socio-motivation) and pull (i.e., ski resort attribute preference) factors influencing the level of participation of leisure skiing in China. Leisure skiers ( N = 300) from a major ski resort in China participated in this study. Based on a comprehensive review of the literature and a test of content validity, a survey questionnaire was formulated to measure push and pull variables, demographic information, and ski resort participation frequency. Conducting multiple regression analyses to discover the relationship between push factors and skiing frequency, the escape factor was found to be influencing the skiing frequency most significantly ( p < .05). Four pull factors including sceneries, condition of slopes and snow, training course feature, and cost showed different demand when the demographic backgrounds of participants were taken into consideration (i.e., gender, age, skiing frequency). Discussions are centered on the theoretical and managerial implications on procedures of pushing and pulling consumers to ski resorts at large and increasing skiing participation in China.

The goal of this paper is to provide a bibliometric analysis of scientific publications that employ text mining in management. To accomplish this, the authors collected 1282 documents from the Web of Science and performed performance analysis and science mapping with the help of the Bibliometrix package in Rstudio. The performance analysis used a range of bibliometric indicators such as productivity, citations, h-index, and m-quotient, in order to identify research trends and the most influential journals, authors, countries, and literature in the study. Science mapping used author keywords co-occurrence, co-authorship, and co-citation analysis to reflect the conceptual, social, and intellectual structure of the research. Specifically, we have seen an exponential increase in the use of text mining in management in recent years. The United States is the dominant country for research, having the earliest studies and the highest number of literature and citations. Furthermore, the research themes showed that topic modeling is at the forefront of current text mining research about management. This study will help scholars and management practitioners interested in the intersection of text mining and management to quickly understand the latest advances in research.

Background: Although past research highlights the impact of self-efficacy on university students’ learning motivation, examining potential links with specific types of learning conformity is limited. The current study examined associations between Chinese university students’ perceived self-efficacy and learning conformity across different types of learning motivation.Methods: A total of 339 Chinese university students were surveyed using the General Self-Efficacy Scale and the Learning Conformity Scale. Multiple regression models were constructed to focus on the mechanisms of general self-efficacy on learning conformity. Results: (1) There are three types of learning conformity: learning abidance, learning obedience, and learning compliance. (2) General self-efficacy has a negative effect on learning obedience. In contrast, it positively affects learning abidance and learning compliance. (3) The general self-efficacy of girls is lower than that of boys. Still, girls are more likely to be motivated to learn compliance than boys. Conclusions: The study reveals that it is essential to stimulate students’ motivation to learn abidance to love learning from the inside out; to improve girls’ self-efficacy; to raise students’ awareness of self-respect and self-development; and to encourage self-approval in public institutions.

Background: At present, family socioeconomic status is a significant contributor to the differences in university students’ learning motivation, but few studies have examined the effects on different types of motivation to learn conformity. Thus, the present study investigates the effects of family socioeconomic status on different types of learning conformity and the mediating role of self-efficacy. Methods: 339 Chinese university students were surveyed using the general self-efficacy scale, the learning conformity scale, and the family socioeconomic status questionnaire. We analyzed the effect of family socioeconomic status on learning conformity and the mediating role of general self-efficacy through common bias tests, correlation analysis, structural equation modeling, and tests of mediating effects. Results: (1) There are three types of learning conformity, as follows: learning abidance, learning obedience, and learning compliance. (2) The mediation model concluded that family socioeconomic status had a positive and significant effect on learning abidance and learning obedience, and general self-efficacy played a partially mediating role, with an adequate ratio of 59.7% and 26.26%, respectively; family socioeconomic status had a negative and significant effect on learning compliance, and general self-efficacy played a partially mediating role, with an adequate ratio of 52.02%. Conclusions: This study provides first-hand empirical data to support studies of learning motivation, learning conformity behavior, and self-efficacy among Chinese university students. It also provides a theoretical basis for subsequent research on family socioeconomic status and learning conformity.