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Journal ArticleDOI: 10.1080/15213269.2019.1679187

YouTube makeup tutorials reinforce postfeminist beliefs through social comparison

04 Mar 2021-Media Psychology (Routledge)-Vol. 24, Iss: 2, pp 167-189
Abstract: Makeup tutorials are one of the most popular YouTube video genres among young females. Feminist media scholars have asserted that makeup videos are based on postfeminist culture. Postfeminism defin...

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Journal ArticleDOI: 10.1016/J.JRETCONSER.2019.102027
Abstract: This study examines how homophily, emotional attachment, and credibility influence the popularity of a video blogger (hereinafter referred to as vlogger) and his/her viewers' purchase decision in the context of the beauty product industry. More specifically, the research investigates the effects of four dimensions of the homophily construct (i.e., attitude, value, background, and appearance), vlogger's expertise, and emotional attachment to the vlogger on his/her popularity. In turn, the vlogger's popularity influences viewers' purchase of recommended products. Data were collected online among a sample of 501 US women about beauty product vloggers. The results show that three dimensions of homophily (attitude, values, and appearance) have a significant effect on the vlogger's popularity. Emotional attachment has a significant effect whereas expertise has no significant effect. Vloggers' popularity has a significant effect on viewers' purchase of recommended beauty products. Overall, our findings highlight the role of homophily and emotional attachment for the study of vloggers' popularity.

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Topics: Homophily (62%), Popularity (56%)

50 Citations


Journal ArticleDOI: 10.1080/02650487.2021.1886477
Hyosun Kim1Institutions (1)
Abstract: An experiment was conducted to examine the level of social presence and the mediating role of parasocial interaction in influencer marketing. In a simulated fitness influencer’s Instagram posts, so...

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3 Citations


Open accessJournal ArticleDOI: 10.3390/JOITMC6040144
12 Nov 2020-
Abstract: Many individual differences affect consumers in the decision-making process (i.e., what to purchase; when to purchase). Face consciousness and public self-consciousness affect when in the fashion life cycle consumers decide to purchase, as well as what to purchase. Both face consciousness and public self-consciousness are concerned with consciousness (i.e., awareness; mindfulness) and both depend on social comparison processes. But the motivation underlying the social comparisons is different: with face consciousness, social comparisons yield appraisals of prestige and social status; with public self-consciousness, social comparisons yield assessments of situational appropriateness. The purpose of this study was to examine links among face consciousness; public self-consciousness; brand prestige; self-expressive brand (inner; social), and fashion leadership. Participants were 221 university students who completed a questionnaire. Descriptive statistics, Cronbach’s alpha reliability, and multivariate/univariate analysis of variance (M/ANOVA) were conducted to analyze data. Results showed that face consciousness and public self-consciousness similarly affected ratings of the social self-expressive brand. However, face consciousness (but not public self-consciousness) influenced ratings of brand prestige and inner self-expressive brand. Public self-consciousness (but not face consciousness) influenced fashion leadership. Thus, while face consciousness and public self-consciousness are both concerned with consciousness, they independently influence consumer decision-making in different ways. Theoretical and practical implications are provided.

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Topics: Consciousness (56%), Social comparison theory (52%), Social status (50%)

2 Citations


Proceedings ArticleDOI: 10.1109/IC2IE50715.2020.9274675
15 Sep 2020-
Abstract: This study examines the influence of homophily, expertise, and emotional attachment to the popularity of vloggers and ultimately examines the effect of emotional attachment, vlogger popularity, and expertise on the purchase intention of recommended beauty products by focusing on beauty vlogger Tasya Farasya. Homophily itself is divided into four dimensions including attitude, background, morals, and appearance. This study uses a descriptive research design conducted in a single-cross sectional through the distribution of questionnaires online to respondents. The target respondents of this study were Indonesian women aged 15 years and over and had watched the YouTube video of Tasya Farasya (n = 430). The data obtained processed using the statistical method of Structural Equation Modeling (SEM) using LISREL 8.80 software. The results of this research showed that almost all dimensions of homophily (attitude, values, appearance) are significantly have a positive impact the emotional attachment. On the other hand, all dimensions of homophily does not have a significant positive impact on vloggers’ popularity. Then, emotional attachment and expertise also found have a significant positive impact to vloggers’ popularity. In last, researcher found that emotional attachment and expertise are significantly have a positive impact the purchase intentions of viewers while vloggers’ popularity does not.

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Topics: Homophily (60%), Popularity (53%)

2 Citations


Open accessJournal ArticleDOI: 10.1016/J.PEDN.2021.06.024
Abstract: Purpose This study aimed to evaluate the content quality, reliability, and audience participation analysis of YouTube videos as a source of information about COVID-19 for children. Design and methods This study was conducted in a descriptive design. The keywords “COVID-19, explain, children” were searched on the YouTube platform on March 17, 2021, and 294 videos were reviewed. The content of the selected videos was analyzed by 2 independent reviewers. Meet the inclusion criteria, 57 videos were evaluated according to the presenter source and the presented audience with the COVID-19 for Children Checklist (CCC), DISCERN score and the Global Quality Score (GQS). Results When the contents of 57 videos included in the study were reviewed, it was determined that 56.1% (n = 32) were informative and 43.9% (n = 25) were misleading. Kappa value among the two independent observers was 0.89. 17.5% (n = 10) of the videos scored 5 points from DISCERN and 31.6% (n = 18) scored 4 points from GQS. The mean scores of GQS, DISCERN and CCC of videos with the grouped as informative were found to be statistically higher. There was a significant difference between the DISCERN mean score of ministry/academic/hospital/physician channel videos was higher than the mean score of entertainment/individual channel videos. Conclusions This study has shown that videos explaining COVID-19 to children have high viewing rates, but also videos that are low in terms of quality and reliability. Practice implications It is thought that this study will reduce the rates of hospitalization by protecting children from COVID-19 by providing them access to healthier and more reliable sources.

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1 Citations


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Journal ArticleDOI: 10.1080/10705519909540118
Li-tze Hu, Peter M. Bentler1Institutions (1)
Abstract: This article examines the adequacy of the “rules of thumb” conventional cutoff criteria and several new alternatives for various fit indexes used to evaluate model fit in practice. Using a 2‐index presentation strategy, which includes using the maximum likelihood (ML)‐based standardized root mean squared residual (SRMR) and supplementing it with either Tucker‐Lewis Index (TLI), Bollen's (1989) Fit Index (BL89), Relative Noncentrality Index (RNI), Comparative Fit Index (CFI), Gamma Hat, McDonald's Centrality Index (Mc), or root mean squared error of approximation (RMSEA), various combinations of cutoff values from selected ranges of cutoff criteria for the ML‐based SRMR and a given supplemental fit index were used to calculate rejection rates for various types of true‐population and misspecified models; that is, models with misspecified factor covariance(s) and models with misspecified factor loading(s). The results suggest that, for the ML method, a cutoff value close to .95 for TLI, BL89, CFI, RNI, and G...

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Topics: Cutoff (52%), Goodness of fit (51%)

63,509 Citations


Open accessBook
Andrew F. Hayes1Institutions (1)
06 May 2013-
Abstract: I. FUNDAMENTAL CONCEPTS 1. Introduction 1.1. A Scientist in Training 1.2. Questions of Whether, If, How, and When 1.3. Conditional Process Analysis 1.4. Correlation, Causality, and Statistical Modeling 1.5. Statistical Software 1.6. Overview of this Book 1.7. Chapter Summary 2. Simple Linear Regression 2.1. Correlation and Prediction 2.2. The Simple Linear Regression Equation 2.3. Statistical Inference 2.4. Assumptions for Interpretation and Statistical Inference 2.5. Chapter Summary 3. Multiple Linear Regression 3.1. The Multiple Linear Regression Equation 3.2. Partial Association and Statistical Control 3.3. Statistical Inference in Multiple Regression 3.4. Statistical and Conceptual Diagrams 3.5. Chapter Summary II. MEDIATION ANALYSIS 4. The Simple Mediation Model 4.1. The Simple Mediation Model 4.2. Estimation of the Direct, Indirect, and Total Effects of X 4.3. Example with Dichotomous X: The Influence of Presumed Media Influence 4.4. Statistical Inference 4.5. An Example with Continuous X: Economic Stress among Small Business Owners 4.6. Chapter Summary 5. Multiple Mediator Models 5.1. The Parallel Multiple Mediator Model 5.2. Example Using the Presumed Media Influence Study 5.3. Statistical Inference 5.4. The Serial Multiple Mediator Model 5.5. Complementarity and Competition among Mediators 5.6. OLS Regression versus Structural Equation Modeling 5.7. Chapter Summary III. MODERATION ANALYSIS 6. Miscellaneous Topics in Mediation Analysis 6.1. What About Baron and Kenny? 6.2. Confounding and Causal Order 6.3. Effect Size 6.4. Multiple Xs or Ys: Analyze Separately or Simultaneously? 6.5. Reporting a Mediation Analysis 6.6. Chapter Summary 7. Fundamentals of Moderation Analysis 7.1. Conditional and Unconditional Effects 7.2. An Example: Sex Discrimination in the Workplace 7.3. Visualizing Moderation 7.4. Probing an Interaction 7.5. Chapter Summary 8. Extending Moderation Analysis Principles 8.1. Moderation Involving a Dichotomous Moderator 8.2. Interaction between Two Quantitative Variables 8.3. Hierarchical versus Simultaneous Variable Entry 8.4. The Equivalence between Moderated Regression Analysis and a 2 x 2 Factorial Analysis of Variance 8.5. Chapter Summary 9. Miscellaneous Topics in Moderation Analysis 9.1. Truths and Myths about Mean Centering 9.2. The Estimation and Interpretation of Standardized Regression Coefficients in a Moderation Analysis 9.3. Artificial Categorization and Subgroups Analysis 9.4. More Than One Moderator 9.5. Reporting a Moderation Analysis 9.6. Chapter Summary IV. CONDITIONAL PROCESS ANALYSIS 10. Conditional Process Analysis 10.1. Examples of Conditional Process Models in the Literature 10.2. Conditional Direct and Indirect Effects 10.3. Example: Hiding Your Feelings from Your Work Team 10.4. Statistical Inference 10.5. Conditional Process Analysis in PROCESS 10.6. Chapter Summary 11. Further Examples of Conditional Process Analysis 11.1. Revisiting the Sexual Discrimination Study 11.2. Moderation of the Direct and Indirect Effects in a Conditional Process Model 11.3. Visualizing the Direct and Indirect Effects 11.4. Mediated Moderation 11.5. Chapter Summary 12. Miscellaneous Topics in Conditional Process Analysis 12.1. A Strategy for Approaching Your Analysis 12.2. Can a Variable Simultaneously Mediate and Moderate Another Variable's Effect? 12.3. Comparing Conditional Indirect Effects and a Formal Test of Moderated Mediation 12.4. The Pitfalls of Subgroups Analysis 12.5. Writing about Conditional Process Modeling 12.6. Chapter Summary Appendix A. Using PROCESS Appendix B. Monte Carlo Confidence Intervals in SPSS and SAS

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Topics: Moderated mediation (62%), Regression analysis (57%), Mediation (statistics) (57%) ... show more

26,130 Citations


Journal ArticleDOI: 10.1177/001872675400700202
01 May 1954-Human Relations
Abstract: Hypothesis I: There exists, in the human organism, a drive to evaluate his opinions and his abilities. While opinions and abilities may, at first glance, seem to be quite different things, there is a close functional tie between them. They act together in the manner in which they affect behavior. A person’s cognition (his opinions and beliefs) about the situation in which he exists and his appraisals of what he is capable of doing (his evaluation of his abilities) will together have bearing on his behavior. The holding of incorrect opinions and/or inaccurate appraisals of one’s abilities can be punishing or even fatal in many situations. It is necessary, before we proceed, to clarify the distinction between opinions and evaluations of abilities since at first glance it may seem that one’s evaluation of one’s own ability is an opinion about it. Abilities are of course manifested only through performance which is assumed to depend upon the particular ability. The clarity of the manifestation or performance can vary from instances where there is no clear ordering criterion of the ability to instances where the performance which reflects the ability can be clearly ordered. In the former case, the evaluation of the ability does function like other opinions which are not directly testable in “objective reality’. For example, a person’s evaluation of his ability to write poetry will depend to a large extent on the opinions which others have of his ability to write poetry. In cases where the criterion is unambiguous and can be clearly ordered, this furnishes an objective reality for the evaluation of one’s ability so that it depends less on the opinions of other persons and depends more on actual comparison of one’s performance with the performance of others. Thus, if a person evaluates his running ability, he will do so by comparing his time to run some distance with the times that other persons have taken. In the following pages, when we talk about evaluating an ability, we shall mean specifically the evaluation of that ability in situations where the performance is unambiguous and is known. Most situations in real life will, of course, present situations which are a mixture of opinion and ability evaluation. In a previous article (7) the author posited the existence of a drive to determine whether or not one’s opinions were “correct”. We are here stating that this same drive also produces behavior in people oriented toward obtaining an accurate appraisal of their abilities. The behavioral implication of the existence of such a drive is that we would expect to observe behaviour on the part of persons which enables them to ascertain whether or not their opinions are correct and also behavior which enables them accurately to evaluate their abilities. It is consequently

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Topics: Social comparison theory (52%)

15,515 Citations


Open accessBook
01 Jan 1979-
Topics: Self (60%), Self-esteem (55%), Impression management (55%) ... show more

6,638 Citations