Effects of the consumer socialization process on content sharing on SNSs: Social comparison and anticipated emotions as moderators

2022 ◽  
Vol 174 ◽  
pp. 121262
Author(s):  
Hsin Hsin Chang ◽  
Kit Hong Wong ◽  
Yi An Shen
Keyword(s):  
Social Comparison ◽  
Consumer Socialization ◽  
Socialization Process ◽  
Content Sharing ◽  
Anticipated Emotions

Consumer Socialization Process for the Highly Connected Customers

2020 ◽  
pp. 1-19
Author(s):  
Ree C. Ho ◽  
Teck Choon Teo
Keyword(s):  
Social Media ◽  
Brand Image ◽  
Shopping Behavior ◽  
Customer Engagement ◽  
Purchase Decision ◽  
Consumer Socialization ◽  
Socialization Process ◽  
Brand Engagement ◽  
Engagement Strategies ◽  
Media Applications

Over the past two decades, social media has developed exponentially and significantly changed the customers' shopping behavior. Social media apps enable customers to interact with retailers and other customers closely, and influences their purchase decision. Hence, it is small wonder that businesses are investing time and resources to promote their products and brand image on social media applications. Instagram is best known for its enriched visual features in both image and footage and suitable for developing strong brand engagement. It is a viable platform for businesses to promote their products to customers. This chapter proposes a framework of product learning process with the use of Instagram. It contributes in effective management of social media marketing and provides marketers with the guidelines in using Instagram creatively to roll out customer engagement strategies.

Educators’ Expectations on Technology Enhanced Education (TEE)

2011 ◽  
Vol 2 (3) ◽  
pp. 41-55
Author(s):  
Carlo Giovannella ◽  
Claudia Di Lorenzo ◽  
Simona Scarsella ◽  
Corrado Amedeo Presti
Keyword(s):  
Collaborative Design ◽  
Large Scale ◽  
Learning Experience ◽  
Socialization Process ◽  
Self Evaluation ◽  
Content Sharing ◽  
Communication Assessment ◽  
E Learning ◽  
On Line ◽  
Perceptions And Expectations

This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools’ teachers, novices for TEE, attending a Master in “e-learning: methods, techniques and applications”. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.

scholarly journals Gender and Socioeconomic Class Differences in Susceptibility to Interpersonal Influence

2020 ◽  
Vol 8 (5) ◽  
pp. 1827-1832
Keyword(s):  
Interpersonal Influence ◽  
Consumer Socialization ◽  
Socialization Process ◽  
Socioeconomic Class ◽  
Personal Traits ◽  
Class Differences ◽  
Social Structural ◽  
Susceptibility To Interpersonal Influence ◽  
Structural Variables ◽  
Research Findings

Susceptibility to interpersonal influence is a behavioral outcome of the consumer socialization process and can affect the consumers’ purchasing decision-making process and buying behavior. There are three main antecedents to interpersonal influence on susceptibility, namely personal traits, age, and social structural variables. Factors like gender, socioeconomic class, family size, and race are considered social structural variables. This research was conducted to investigate the social structural (gender and socioeconomic class) differences in the levels of susceptibility to interpersonal influence of the population of India. The data was collected through a set of online questionnaires. The research findings indicate that there is no gender or socioeconomic class differences in the levels of susceptibility to interpersonal influence. However, when assessing each dimension of the scale separately, it was found that males are more susceptible to normative interpersonal influence than females.

Educators’ Expectations on Technology Enhanced Education (TEE)

2013 ◽  
pp. 175-187 ◽  
Author(s):  
Carlo Giovannella ◽  
Claudia Di Lorenzo ◽  
Simona Scarsella ◽  
Corrado Amedeo Presti
Keyword(s):  
Collaborative Design ◽  
Large Scale ◽  
Learning Experience ◽  
Socialization Process ◽  
Self Evaluation ◽  
Content Sharing ◽  
Communication Assessment ◽  
E Learning ◽  
On Line ◽  
Perceptions And Expectations

This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools’ teachers, novices for TEE, attending a Master in “e-learning: methods, techniques and applications”. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.

scholarly journals Learning from the past? An exploratory study of familial food socialization processes using the lens of emotional reflexivity

2018 ◽  
Vol 52 (12) ◽  
pp. 2312-2333 ◽  
Author(s):  
Tanyatip Kharuhayothin ◽  
Ben Kerrane
Keyword(s):  
Photo Elicitation ◽  
Parental Role ◽  
Grocery Shopping ◽  
Consumer Socialization ◽  
Socialization Process ◽  
The Past ◽  
Intergenerational Influence ◽  
Unique Approach ◽  
Shopping Trips ◽  
The Uk

Purpose This paper aims to explore the parental role in children’s food socialization. More specifically, it explores how the legacy of the past (i.e. experiences from the participant’s own childhood) works to inform how parents, in turn, socialize their own children within the context of food, drawing on theories of consumer socialization, intergenerational influence and emotional reflexivity. Design/methodology/approach To seek further understanding of how temporal elements of intergenerational influence persist (through the lens of emotional reflexivity), the authors collected qualitative and interpretative data from 30 parents from the UK using a combination of existential–phenomenological interviews, photo-elicitation techniques and accompanied grocery shopping trips (observational interviews). Findings Through intergenerational reflexivity, parents are found to make a conscious effort to either “sustain” or “disregard” particular food practices learnt from the previous generation with their children (abandoning or mimicking the behaviours of their own parents within the context of food socialization). Factors contributing to the disregarding of food behaviours (new influencer, self-learning and resistance to parental power) emerge. A continuum of parents is identified, ranging from the “traditionalist” to “improver” and the “revisionist”. Originality/value By adopting a unique approach in exploring the dynamic of intergenerational influence through the lens of emotional reflexivity, this study highlights the importance of the parental role in socializing children about food, and how intergenerational reflexivity helps inform parental food socialization practices. The intergenerational reflexivity of parents is, thus, deemed to be crucial in the socialization process.

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