Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/174475
Title: #StudyWithMe and buy this: antecedents of effective StudyTuber marketing
Authors: Teo, Cheryl Qi En
Thung, Pei Ying
Tong, Tung Yeng
Keywords: Social Sciences
Issue Date: 2024
Publisher: Nanyang Technological University
Source: Teo, C. Q. E., Thung, P. Y. & Tong, T. Y. (2024). #StudyWithMe and buy this: antecedents of effective StudyTuber marketing. Final Year Project (FYP), Nanyang Technological University, Singapore. https://hdl.handle.net/10356/174475
Project: CS/23/024 
Abstract: StudyTube is a YouTube genre about the student experience led by student influencers who share study tips and review study-related paraphernalia through vlogs and streams. Extant StudyTube-related academia focuses on the movement’s pedagogical and social functions, overlooking the StudyTuber-influencer’s persuasive power and marketing potential. Drawing on concepts and literature underpinning self-disclosure and interactivity, this study conducted a 2 x 2 between-subjects online experiment to investigate the effects of StudyTubers’ self-disclosure valence and interactivity levels, on audience’s product attitude and purchase intentions towards advertised education products. We found the interaction between StudyTubers’ self-disclosure valence and interactivity to have a significant effect on both product attitudes and purchase intentions. StudyTubers’ lack of interactivity with followers (vs. with interactivity) led to increased purchase intentions, and negative self-disclosures led to more favourable product attitudes and higher purchase intentions; however, these effects were not significant when StudyTubers engaged in positive self-disclosure. Mediation analysis revealed participants exposed to noninteractivity perceived the StudyTuber to have higher social presence, leading to increased product attitude and purchase intentions. Results contribute to the under-researched field of study influencer-marketing while enriching existing conceptualisations of self-disclosure valences and interactivity. Our findings also offer practical implications to StudyTubers and marketers.
URI: https://hdl.handle.net/10356/174475
Schools: Wee Kim Wee School of Communication and Information 
Fulltext Permission: restricted
Fulltext Availability: With Fulltext
Appears in Collections:WKWSCI Student Reports (FYP/IA/PA/PI/CA)

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