This dissertation consists of three essays on the role of identity centrality in the formation of consumer self-brand connections. It contributes to a better understanding of how consumers negotiate multiple identities in the marketplace when making brand choices. This is significant as much of the research on the self-concept and consumer behavior has focused on isolated self-dimensions or have examined single consumer identities in isolation. Theoretically grounded in identity process theory (Breakwell 1986), which suggests individuals construct their identity through multiple identity motives influencing identity centrality, enactment, and affect; this dissertation addresses these gaps by answering two specific questions: 1) What are the various identity motives that influence a consumer's individual and group identity centrality leading to enhanced self-brand connections? 2) How does identity centrality influence reference group brand associations in the formation of self-brand connections? In Essay 1, a framework for conceptualizing the influence of multiple identity motives on self-brand connections is proposed driven by findings from consumer in-depth interviews. The framework suggests identity centrality mediates the relationship between the satisfaction of multiple identity motives on self-brand connections, and moderates self-brand connections when reference group brand associations are considered. Fourteen propositions are presented, and are empirically tested in Essays 2 and 3. In Essay 2, identity motives from identity process theory along with others identified in Essay 1 are empirically validated, using both hierarchical linear modeling and hierarchical multiple regression. The findings support the influence of two identity motives informing identity centrality, namely: recognition and continuity. This is significant, as prior research in consumer behavior has largely focused on the self-esteem and self-consistency motives (Grub and Grathwohl 1967; Sirgy 1982). Essay 3 investigates the moderating effect of identity centrality on the formation of self-brand connections as reference group brand associations are considered. It is found that the when the ingroup identity is highly central, stronger self-brand connections result. On the contrary, when the ingroup identity is low in centrality self-brand connections are mitigated. The differential effects of self-brand connections due to identity centrality provide insight into intra-group differences when the brand is consistent with the ingroup image. The results support a general importance of the role of identity centrality at both the individual and group levels, providing a catalyst for future studies examining the role of the self-concept in consumer behavior.

The present study aimed to investigate elementary school teachers&rsquo / motives to pursue a teaching career. Teachers&rsquo / motives to follow a teaching career were analyzed in terms of their gender, year of experience, graduate higher education institution, graduate high school, subject, and the presence or absence of other teachers in their families. The participants were 905 teachers from 38 public elementary schools in six central districts of Ankara. A forty-three-item, five point Likert scale questionnaire, developed by the researcher, was used for data collection. SPSS was utilized for the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that elementary school teachers agreed on mostly intrinsic and altruistic motives as their reasons to enter teaching. A liking for children, a desire to make a contribution to their development, and a wish for setting good models for them were among the motives teachers mostly agreed on. However, elementary school teachers mostly disagreed on extrinsic motives and miscellaneous reasons. Of the extrinsic motives the motives with the lowest mean scores were the one suggesting the financial advantages of teaching. Lastly, of the miscellaneous reasons teachers mostly disagreed they entered teaching because they did not know what else to do or they had no other choice. In other words, teachers disagreed they entered teaching because of an obligation or lack of opportunities. In conclusion, the results of this study can contribute to fill the gap in the literature on teachers&rsquo / motives to pursue a teaching career.