Trust and Consumers’ Purchase Intention in a Social Commerce Platform: A Meta-Analytic Approach

Understanding Trust Drivers of S-commerce

Trust has emerged as a pillar in the acceptance and use of new technologies in the ever-changing digital landscape, notably in the booming field of social commerce. The importance of this study lies in the fact that it explores in-depth the aspects of customer trust in Instashopping using new constructs that have yet to be explored in s-commerce literature. Focusing on Instashopping, the research proposed a multi-dimensional model of trust to examine the dynamics of user trust in social commerce platforms and analyses the effects of various factors, including institution-based trust, disposition to trust, personal inventiveness, perceived page quality, and overall web experience. Structural equation modelling and confirmatory factor analysis were used to examine data from 267 responses in a survey of university students in the United Arab Emirates who have used Instagram for shopping. The analysis showed that user trust and trusting beliefs were significantly influenced by the disposition to trust, institution-based trust, and general web experience. Still, no significant association was found between perceived site quality and trusting beliefs. These findings highlight the crucial part that user trust plays in social commerce platform success and how important it is for online platforms to build and maintain user trust. The work also contributes theoretically to the knowledge body by comprehensively analysing trust dynamics in social commerce. In practice, the knowledge gained can help organisations plan their strategy for gaining and keeping client trust, which is essential for long-term success in the digital arena. To ensure long-term success, organisations must emphasise building and maintaining customer trust.

The dual effect of digital communication reinforcement drivers on purchase intention in the social commerce environment

The paper draws on the theory of planned behavior (TPB) to investigate the dual effect of digital communication reinforcement drivers: positive (i.e., interactivity, argument quality, hedonic motivation, and perceived enjoyment online) and negative (i.e., intrusive concerns and privacy concerns) on purchase intention. This paper also examines the mediation effect of perceived usefulness and the moderation effect of habit. Using a time-lag approach, 490 responses were collected from Pakistan's social media users and then analyzed using SmartPLS v.3.2.8. Findings showed that interactivity, argument quality, and privacy concerns significantly affected purchase intention. Furthermore, perceived usefulness was partially mediated, and habit was discovered to be a significant moderator in liking perceived usefulness with enjoyment online and purchase intention. This paper advances TPB understanding and develops an integrated model for businesses to better understand customer physiology on social commerce platforms through effective contributions in theory and practice.

Overcoming mental health stigma through student's awareness and project-based inclusive pedagogy in English teaching colleges: Moderating role of institutional support in China

Mental health stigma undermines collaborative work and creates communication breakdowns for students to face real-world challenges. Moreover, project-based English learning in East-Asian nations is a significant challenge for advancing students' effective learning, while students lack mental health self-awareness. Unawareness causes distractions and results in learning inefficiencies. Furthermore, without institutional support (IS) achieving effective learning could never be possible. Therefore, this study investigates the relationships between project-based learning (PBL) and mental health awareness (MHA) with effective English language teaching among university students in China. We also tested the moderation effect of IS in the relationships between PBL and MHA with effective English language learning (EEL). Using the purposive sampling technique, we collected valid responses from 713 students studying English as a foreign language in universities and colleges in Harbin, China. The findings interestingly supported the direct hypotheses between PBL and EEL, as well as MHA and EEL. Moreover, the moderating role of IS established a significant effect on both PBL and EEL, as well as MHA and EEL, respectively. Policymakers, practitioners, and academicians should understand that integrating PBL as an inclusive pedagogy method with proper IS may enhance effective learning; however, it will consume more time.