Impulse buying in live streaming commerce (LSC) is an emerging phenomenon characterized by spontaneous, unplanned purchases driven by real-time social interactions. Despite increasing scholarly attention, the existing literature remains fragmented, lacking consensus on antecedents, theoretical perspectives, and outcomes. This fragmentation hinders theoretical development and accumulation of knowledge of this research stream. To address these issues, this study provides a systematic review of impulse buying in LSC, synthesizing key research trends, theoretical foundations, and methodological approaches. Drawing on the stimulus-organism-response (S-O-R) framework, we propose an integrative framework that consolidates antecedents, psychological mechanisms, and outcomes of impulse buying within LSC. This comprehensive synthesis clarifies existing inconsistencies and offers structured avenues for future research. For practitioners, our framework identifies critical platform features, streamer attributes, and consumer characteristics that influence impulse buying, enabling more effective strategies and responsible practices in LSC.

Cyberbullying on social networking sites is an emerging societal issue that has drawn significant scholarly attention. The purpose of this study is to consolidate the existing knowledge through a literature review and analysis. We first discuss the nature, research patterns, and theoretical foundations. We then develop an integrative framework based on social cognitive theory to synthesize what is known and identify what remains to be learned, with a focus on the triadic reciprocal relationships between perpetrators, victims, and bystanders. We discuss the key findings and highlight opportunities for future research. We conclude this paper by noting research contributions and limitations.

Web 2.0 creates a new world of collaboration. Many online communities of practice have provided a virtual Internet platform for members to create, collaborate, and contribute their expertise and knowledge. To date, we still do not fully understand how members evaluate their knowledge‐sharing experiences, and how these evaluations affect their decisions to continue sharing knowledge in online communities of practice. In this study, we examined why members continue to share knowledge in online communities of practice, through theorizing and empirically validating the factors and emergent mechanisms (post‐knowledge‐sharing evaluation processes) that drive continuance. Specifically, we theorized that members make judgments about their knowledge‐sharing behaviors by comparing their normative expectations of reciprocity and capability of helping other members with their actual experiences. We empirically tested our research model using an online survey of members of an online community of practice. Our results showed that when members found that they receive the reciprocity they expected, they will feel satisfied. Likewise, when they found that they can help other members as they expected, they will feel satisfied and their knowledge self‐efficacy will also be enhanced. Both satisfaction and knowledge self‐efficacy further affect their intention to continue sharing knowledge in an online community of practice. We expect this study will generate interest among researchers in this important area of research, and that the model proposed in this article will serve as a starting point for furthering our limited understanding of continuance behaviors in online communities of practice.