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The Moderating Role of Anticipated Regret and Product Involvement on Online Impulsive Buying Behavior.

ABSTRACT: Online impulsive buying behavior has drawn an increasing amount of attention from researchers and marketers as well; however, little research has explored how cognitive aspect and emotional aspect effect online impulsive buying together. The study examines the role of product involvement (cognitive aspect) and anticipated regret (emotional aspect) on the online impulsive buying behavior of the consumer. The results indicate that consumers who experienced downward anticipated regret showed more online impulsive buying behavior than those who experienced upward anticipated regret. Moreover, anticipated regret moderates the relationship between product involvement and online impulsive buying behavior, for participants who experienced downward anticipated regret showing more online impulsive buying behavior than those who experienced upward anticipated regret in the low product involvement group, but there is no differential between downward and upward anticipated regret in the high involvement product group. These findings suggest that anticipated regret helps consumers make more deliberative online shopping choices. The implications for both future research and online consumers are discussed.

SUBMITTER: Li B

PROVIDER: S-EPMC8719491 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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The Moderating Role of Anticipated Regret and Product Involvement on Online Impulsive Buying Behavior.

Li Bin B Hu Minqi M Chen Xiaoxi X Lei Yongxin Y

Frontiers in psychology 20211217

Online impulsive buying behavior has drawn an increasing amount of attention from researchers and marketers as well; however, little research has explored how cognitive aspect and emotional aspect effect online impulsive buying together. The study examines the role of product involvement (cognitive aspect) and anticipated regret (emotional aspect) on the online impulsive buying behavior of the consumer. The results indicate that consumers who experienced downward anticipated regret showed more o ...[more]

PMID: 34975621

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Project description:IntroductionMild to moderate depression, anxiety, and stress imbalances are prevalent emotional issues among college students and are primary factors leading to deficiencies in social-emotional skills within this population. Without timely intervention, these mild to moderate emotional issues may escalate into more severe conditions. Social-Emotional Learning (SEL) programs are effective for building social-emotional skills. However, current research on SEL programs has not adequately addressed the issue of high-quality teacher-student interactions for students who suffer emotional problems. To tackle this issue, this study proposes a curriculum approach that integrates mindfulness with rhythmic music? and evaluated the emotional changes of students after mindfulness with rhythmic music curriculum.MethodsThis study adopted a pre-post experimental design. Two hundred and ninety-four firefighting universities students participated in a one-semester "online mindfulness combined with music rhythm SEL course". The study used the Beck Anxiety Inventory, Center for Epidemiologic Studies Depression Scale and Perceived Stress Scale to measure the anxiety, depression and stress levels of the participants before and after the course, and used the participants' self-reflection reports as a method to explore the students' emotional transformation patterns.ResultsThe research findings indicate that: (1) eighth-note, quarter-note, and sixteenth-note rhythmic music significantly improve the emotional wellbeing of students with depression, anxiety, and stress imbalances, respectively. (2) The degree of emotional improvement has a certain impact on academic performance. (3) Students with anxiety require more instructional support focused on attention concentration during the early phases of the course; students with depression should not be scheduled for social skills learning modules in the short term and need long-term instructional guidance; individuals experiencing stress imbalances require attention to their personal music preferences and benefit from additional listening activities and exercise.DiscussionThese findings assist teachers in accurately identifying emotional changes among students with emotional problems and managing the patterns of these emotional transitions, thereby providing effective instructional support and promoting high-quality interactions between teachers and students.

Dataset Information

The Moderating Role of Anticipated Regret and Product Involvement on Online Impulsive Buying Behavior.

Publications

The Moderating Role of Anticipated Regret and Product Involvement on Online Impulsive Buying Behavior.

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