Does Foreign Language Proficiency Help to Enhance Sustainable Online Brand Community Experiences? Modeling the Predictors of Movie Information Sharing Behavior for Young Chinese Students Staying in Korea
Abstract
:1. Introduction
2. Theoretical Background and Development of Hypotheses
2.1. Information Diffusion Theory
2.2. Telepresence and Flow
2.3. Flow, Trust and e-WOM
2.4. Trust and Information Sharing Behavior
2.5. Moderation Effect of Foreigners’ Language Proficiency Level
3. Methods
3.1. Proposed Model
3.2. Questionnaire Development
3.3. Data Collection
4. Statistical Analysis
4.1. Measurement Model
4.2. Structural Model
4.3. Mediating Effects
4.4. Moderation Effect
5. Discussion and Conclusions
5.1. Discussion
5.2. Theoretical Implications
5.3. Managerial Implications
5.4. Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Measures | Loadings | |
---|---|---|
Telepresence (Strongly disagree [1]–Strongly agree [5]) | Q8: While browsing through movie information, I momentarily forget where I am | 0.815 |
Q5: The world generated by movie information on SNS seems to me as “a place I visit” rather than “something I see” | 0.808 | |
Q3: I forgot my immediate environment when I was browsing through movie information | 0.797 | |
Q7: While searching for movie information, I feel that I am in a world created by that movie | 0.779 | |
Q4: While browsing through movie information, I felt like my body was in the room, but my mind was inside a world of movie | 0.778 | |
Q1: While browsing, the movie information was comprehensible and created a new world for me that suddenly disappeared after the information ceased to be displayed | 0.763 | |
Q9: While browsing through movie information, I acquire a sense of reality | 0.744 | |
Q2: While browsing through movie information, I felt I was in a world of movie | 0.742 | |
Q6: While browsing through movie information, the world generated by the website is more real or present to me compared with the real word | 0.740 | |
Perceived Enjoyment (Strongly disagree [1]–Strongly agree [5]) | Q3: Using SNS is enjoyable | 0.858 |
Q1: Using SNS is fun | 0.835 | |
Q2: Using SNS is exciting | 0.832 | |
Q4: Using SNS is interesting | 0.731 | |
Attention Focus (Strongly disagree [1]–Strongly agree [5]) | Q2: Using SNS, my attention was focused on the activity | 0.916 |
Q4: Using SNS, I was deeply engrossed in the activity | 0.882 | |
Q3: Using SNS, I concentrated fully on the activity | 0.846 | |
Q1: Using SNS, I was intensely absorbed in the activity | 0.840 | |
Information Sharing Behavior (Strongly disagree [1]–Strongly agree [5]) | Q2: I would like to add movie information on SNSs | 0.893 |
Q4: I would like to share movie information on SNSs in the future | 0.891 | |
Q3: I would like to update SNSs or personal websites about movies in the future | 0.882 | |
Q1: I would like to post something about movies on SNSs or personal websites | 0.684 |
AVE | CR | Cronbach’ Alpha | Rh0-A | |
---|---|---|---|---|
ISB | 0.70 | 0.90 | 0.86 | 0.88 |
AF | 0.77 | 0.93 | 0.90 | 0.91 |
PE | 0.66 | 0.88 | 0.83 | 0.84 |
TELE | 0.61 | 0.93 | 0.92 | 0.92 |
TRU | 0.68 | 0.90 | 0.84 | 0.85 |
ISB | AF | PE | TELE | TRU | |
---|---|---|---|---|---|
ISB | 0.84 | - | - | - | - |
AF | 0.22 | 0.88 | - | - | - |
PE | 0.22 | 0.33 | 0.81 | - | - |
TELE | 0.27 | 0.48 | 0.48 | 0.78 | - |
TRU | 0.49 | 0.28 | 0.43 | 0.26 | 0.83 |
Hypotheses | Links | Coefficients | t-Values |
---|---|---|---|
Hypothesis 1 | TELE→PE | 0.48 *** | 6.983 |
Hypothesis 2 | TELE→AF | 0.48 *** | 7.343 |
Hypothesis 3 | PE→TRU | 0.38 *** | 5.252 |
Hypothesis 4 | AF→TRU | 0.16 * | 1.999 |
Hypothesis 5 | TRU→ISB | 0.45 *** | 8.521 |
Total effect: | Special Indirect effect: | ||
β TELE-TRU = 0.26 *** | β TELE→PE→TRU = 0.18 *** | ||
- | β TELE→AF→TRU = 0.08 * | ||
β PE-ISB = 0.17 *** | β PE→TRU→ISB = 0.17 *** | ||
β AF-ISB = 0.07 | β AF→TRU→ISB = 0.07 | ||
β TELE-ISB = 0.12 *** | β TELE→PE→TRU→ISB = 0.08 *** | ||
- | β TELE→AF→TRU→ISB = 0.03 |
Links | Coefficients | t-Values |
---|---|---|
TELE * LANG→PE | 0.16 | 2.336 |
TELE * LANG→AF | 0.07 | 0.848 |
PE * LANG→TRU | 0.25 *** | 3.959 |
AF * LANG→TRU | 0.08 | 1.050 |
TRU * LANG→ISB | 0.09 | 1.472 |
High Segment: | Low Segment: | |
β TELE-PE = 0.55 *** | β TELE-PE = 0.30 | |
β TELE-AF = 0.50 *** | β TELE-AF = 0.31 * | |
β PE-TRU = 0.12 | β PE-TRU = 0.55 *** | |
β AF-TRU = 0.22 | β AF-TRU = 0.03 | |
β TRU-ISB= 0.58 *** | β TRU-ISB= 0.47 *** |
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Kim, H.-C.; Kim, S.; Zhu, Z.-Y. Does Foreign Language Proficiency Help to Enhance Sustainable Online Brand Community Experiences? Modeling the Predictors of Movie Information Sharing Behavior for Young Chinese Students Staying in Korea. Sustainability 2021, 13, 6113. https://doi.org/10.3390/su13116113
Kim H-C, Kim S, Zhu Z-Y. Does Foreign Language Proficiency Help to Enhance Sustainable Online Brand Community Experiences? Modeling the Predictors of Movie Information Sharing Behavior for Young Chinese Students Staying in Korea. Sustainability. 2021; 13(11):6113. https://doi.org/10.3390/su13116113
Chicago/Turabian StyleKim, Hyeon-Cheol, Sumi Kim, and Zong-Yi Zhu. 2021. "Does Foreign Language Proficiency Help to Enhance Sustainable Online Brand Community Experiences? Modeling the Predictors of Movie Information Sharing Behavior for Young Chinese Students Staying in Korea" Sustainability 13, no. 11: 6113. https://doi.org/10.3390/su13116113
APA StyleKim, H. -C., Kim, S., & Zhu, Z. -Y. (2021). Does Foreign Language Proficiency Help to Enhance Sustainable Online Brand Community Experiences? Modeling the Predictors of Movie Information Sharing Behavior for Young Chinese Students Staying in Korea. Sustainability, 13(11), 6113. https://doi.org/10.3390/su13116113