PurposeInfluencer marketing is a newer interactive marketing model that has attracted the attention of scholars and marketers. The study aimed to examine the mediation role of influencer credibility (IC) and the moderation role of self-esteem in the effects of individuals' parasocial relationships (PSR) with YouTube influencers on their product attitudes (PATs) and purchase intentions (PIs).Design/methodology/approachThe researchers used an online survey to test a sequential mediation model and moderation mediation models using Hayes PROCESS modeling.FindingsThe researchers revealed a sequential mediation model that IC and PAT mediate the association between PSR and PI. Individuals who perceived IC to be low were more likely to buy an endorsed product when their self-esteem got lower. When their self-esteem is low, individuals tend to purchase the endorsed products if they have stronger PSR with the influencers. However, they are less likely to buy the endorsed products when their self-esteem gets higher.Originality/valueThe study expands the dimensions of IC. The persuasive power of IC and influencer-user relationship was affected by individual differences, namely, self-esteem. Brands should pay attention to customers' personalities, motivations and preferences when designing strategies to market their products via social media.
Purpose As YouTubers began to create videos about their personal experience of using products, these video testimonials have become a powerful form of electronic word-of-mouth (eWOM). This study aims to investigate the mediating role of self-effect and third-person effect in the relationships between eWOM seeking and passing along YouTube product review videos (video-based eWOM – vWOM) as a specific form of eWOM. Design/methodology/approach The paper used a survey to interview a total of 282 respondents at a public university in the Midwest USA with about 18,000 students. Findings The results show that perceived third-person effect leads to sharing more positive vWOM, while perceived self-effect results in a high likelihood of passing along negative vWOM. The general eWOM consumption does not have a direct effect on the sharing of vWOM. In addition, the YouTube sharing habit contributes to sharing vWOM regardless of valence. Practical implications The results provide marketers’ insights on how to utilize the social media such as YouTube to improve the visibility of promotional brand messages. Sharing of positive vWOM is due to perceived third-person effect (presumed influence), but sharing negative vWOM is due to perceived self-effect. It also suggests marketers take immediate remedial measures to avoid spreading of negative reviews to other users because if viewers are persuaded to think it could happen to themselves as well, they will spread the video. Originality/value The paper has theoretical implications. It contributes to the third-person effect and presumed influence literature by exploring its role in spreading the word for products. It also fills the gap in effects of eWOM literature by examining the mediating role of the valence of video-based eWOM in the spread of eWOM.
This study examines the predicting power of content and non-content article attributes and of total online usage on short-term citations of subscriptionbased journal articles. It examines articles published in Journalism and Mass Communication Quarterly (JMCQ) between 2012 and 2014. The results indicate that the total online usage (full article and abstract page views and article downloads) can be a very strong predictor for citations and can even wipe out the effects of hot topics. Mobile and social media are the media of study most cited in the articles studied. There is no identifiable gender citation gap as authors of both genders equally enjoy their share in the top 10 most cited list. The only gender-related finding is that female authors dominate gender-related topics.We conclude that journal publishers wishing to obtain a quick proxy measure of citation potential for journal articles should consult their total online usage. Furthermore, due to the prevalent bias on topics regarding citation frequency, administrators and librarians are highly advised to take topics into consideration when determining scholars' citation performance.
Background Online learning and teaching were globally popularized due to the impact of Covid‐19. The pandemic has made both synchronous and asynchronous online learning inevitable in regions privileged with the technological affordance. Aims This study was designed to examine and compare the effectiveness of both learning modes through the Community of Inquiry framework. Materials & Methods Comparative analyses on a sample of N = 170 undergraduate students who took both synchronous and asynchronous online courses in Spring 2021. Results The paired‐sample T‐tests results indicated a significant difference in social presence, cognitive presence and self‐evaluated performance. Discussion & Conclusion Teaching presence significantly influenced social presence and cognitive presence in both learning modes. However, under synchronous learning mode, social presence significantly impacted self‐evaluation, grades and school identification. While social presence only influenced school identification under asynchronous learning mode. Theoretical and practical implications were also included.
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