Understanding relational virtual community members’ satisfaction from a social learning perspective

Purpose: This study develops a belief-value-satisfaction model based on social cognitive theory. This paper aims to explain how relational virtual community (RVC) members’ beliefs on individual features and environments can be transformed into satisfaction through social learning strategies. Design/methodology/approach: The authors followed a longitudinal, quasi-experimental field approach to collect data from two phases, which entailed the key informant approach to get the responses from those who participated in knowledge exchange in VC. The authors used partial least squares to examine the proposed hypotheses. Findings: Satisfaction is measured as two dimensions – outcome and process. Value creation is conceptualized as social self-regulated learning (SRL), and its antecedents include lead userness, learning goal orientation and social influence. The results show that both dimensions of satisfaction are affected by social SRL, which in turn is influenced by learning goal orientation and social influence. Originality/value: A systematic research for understanding satisfaction from a social learning perspective in relational virtual community settings remains absent. This study explains why and how relational virtual community members’ social SRL serves the role in leveraging resources and reducing uncertainty, from which they gain satisfaction.