Consumer Knowledge Sharing Behavior and Consumer Purchase Behavior: Evidence from E-Commerce and Online Retail in Hungary
Bibliographic record
Abstract
The twenty-first century has been full of fundamental changes in consumers’ behavior patterns, especially with the use of diverse social media knowledge-sharing platforms. Therefore, companies have highlighted the significance of knowledge sharing and the importance of social network use in purchasing processes. Accordingly, his paper tries to reveal how consumer purchase behavior (CPB) can be affected by consumer knowledge sharing behavior (CKSB) and the moderating role played by value co-creation dimensions, which are citizenship behavior (CB) and participation behavior (PB), within a sustainable e-commerce field. To test our hypotheses deducted from the literature review, we opted for the PLS-SEM method. We also employed other innovative approaches, such as the IPMA matrix, MAICOM test, FIMIX approach, and CTA analysis, to evaluate the outer and inner model. Our statistical population covered individuals living in Hungary with at least one online purchase involvement. We distributed the questionnaire via various online platforms and, finally, 433 completed questionnaires were prepared for analysis. The results showed that CPB, CB, and PB are positively influenced by the CKSB. However, the link between CPB and CB was not confirmed. As for the moderating role of gender, the permutation test was applied to compare male and female groups and see the difference between them. With a focus on CKSB, this study contributes to the success of international marketing strategies to attain higher competitive advantages.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".