As increasing numbers of customers pay attention to product and service sustainability when shopping online, more and more firms in the online market engage in promoting perceived sustainability to establish close customer relationships. Prior studies implied the effects of perceived sustainability on transactional customer relationships, however, the role of perceived sustainability in influencing nontransactional customer relationships has received little attention. Drawing on existing conceptual models, this study aimed at exploring the effects of perceived sustainability on rational and emotional customer engagement (CE) in the online shopping environment. The data were collected through a questionnaire survey in China. Using the partial least squares (PLS) approach-based structural equation modeling (SEM) method, the authors found that perceived sustainability positively affects the two CE orientations through influencing short- and long-term transactional attitudes (satisfaction and commitment). A strong interrelationship between rational and emotional CE was also found. This is the first study presenting empirical evidence of the effects of perceived sustainability on nontransactional customer relationships from the rational and emotional perspectives. It also provides critical implications for online sellers in designing engagement programs.

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Teacher-student interpersonal relationships play an important role in education. The Questionnaire on Teacher Interaction (QTI) was designed to measure students' interpersonal perceptions of their teachers. There are two Chinese versions of the QTI for student use, and that inherited the weaknesses of the previous English versions, such as items that focus on class behaviour, instead of teacher behaviour, or that include conditionals and negations. The present study aimed to develop an improved Chinese version of the QTI which is conceptually parallel with the original QTI and with the use of optimal item wording. The process contained several steps, including expert panels and student and teacher interviews. New items were also created based on the Chinese secondary classroom context, rather than only using translations of English items. The final version of the Chinese version of the QTI presented in this paper was evaluated with a sample of 2000 students from 4 secondary schools in mainland China who rated a total of 80 teachers. The resulting version of the Chinese QTI had adequate validity and reliability, and it distinguished clearly between teachers. The predictive validity was supported by the relation between the students' perceptions of their teachers and their academic emotions in class. Although further improvement of the instrument is recommended, it can be used to study interpersonal teacher behaviour in China and to help to improve Chinese teachers' teaching practices.

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