The Moderating Role of Social Advocacy in Educational Consumer Decision Intention: Analyzing the Impact of Influencer Attributes and Ethical Engagement

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Sonia Chaturvedi, Nikhil Dogra

Abstract

The rise of influencer marketing transformed the way that brands interact with consumers, harnessing social media to establish trust, engagement, and purchase intent. While prior research has investigated the direct impact of influencer characteristics—such as homophily, beauty, expertise, information quality, and popularity—on consumer behavior, research into the impact of external factors, such as social advocacy, on these dynamics is emerging. This research examines the moderating role of social advocacy on consumer purchase intent, the impact of influencers posting ethical, social, and advocacy-based content on the audience's purchasing behavior. Utilizing Structural Equation Modeling (SEM), this research surveys data to determine if and how social advocacy enhances or diminishes the effectiveness of influencer characteristics. The research finds that social advocacy enhances the impact of credibility-based characteristics (expertise, information quality) but also modulates the impact of homophily and popularity, such that socially engaged influencers have the potential to create stronger trust and engagement. The research also finds the risk of performative activism, such that attempts to appear to engage in advocacy that come across as insincere undermine consumer trust. These findings have significant implications for brands, marketers, and influencers aiming to combine social responsibility with digital marketing to enhance consumer engagement and loyalty in an increasingly value-driven marketplace.

Article Details

How to Cite
Sonia Chaturvedi, Nikhil Dogra. (2026). The Moderating Role of Social Advocacy in Educational Consumer Decision Intention: Analyzing the Impact of Influencer Attributes and Ethical Engagement. International Journal of Special Education, 41(4s), 265–275. Retrieved from https://internationalsped.com/index.php/ijse/article/view/2760
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General