Expert answer:children as consumer
Solved by verified expert:First you have to write a literature review by reading 10 articles about it which i will upload, and referencing everything words limits: 3500 to 4500The introduction The introduction
1-
Explicitly maps out the purpose, scope and
content of the assignment – signposting
·
Purpose
·
Scope – what things will cover in the
assignment and what will not be included in the assignment (description)
·
Content
·
Signposting (why it’s important) overview not
more than 3 lines
The discussion
1-
Demonstrate understanding & awareness of
significance
·
Why its important ( in
details)
2-
Classify – group studies together (themes,
sub-topics, progression of debate)
·
Summarizing all themes
together with their each one referencing
3- Be insightful
in your review – identify points of interest: From your perspective and others
·
Going deep on what we will
focus on
4- Evaluation –
compare different studies/papers
·
Compare (what is good such
as qualities or focusing on the theme)
5- Consider the
relative significance of particular studies
·
How relevant the studies to
the new articles to present context.
6- Gaps – identify
areas where knowledge is absent/incomplete/deficient
7- Sign-post –
needs to flow well
·
It should be as a story all
of it should be linked and connected together
8-
Start broad, then get increasingly focused
9- Consider
linkages and progression of arguments
·
Develop the argument
10- Adopt a layered
approach
·
Provide a link
The summary
1- Make
(supported) conclusions about previous research – its direction and scope
·
We need to criticism each researcher about the known
and unknown about their theme
2- Reiterate what
you found and why it’s important
3- What questions
has your review created?
·
Scope for future researcherHere are some of the journals where you might find relevant material:Consumption, Markets and CultureEuropean Journal of MarketingInternational Journal of Research in MarketingJournal of Consumer CultureJournal of Consumer ResearchJournal of Consumer MarketingJournal of MarketingJournal of Marketing ManagementJournal of Marketing ResearchJournal of Marketing ScienceJournal of RetailingMarketing Intelligence & PlanningDO NOT WRITE IN THE FIRST PERSON (i.e. ‘I think that…etc.). This makes the work appear less objective and more like an essay on what you did on your holidays.List all your references in full at the end of your work using a consistent approach e.g. Harvard.
115019_general_training_reading_sample_task___flow_chart_completion__1_.pdf
a_world_beyond_family_how_external_factors_impact.pdf
children_and_you.pdf
children_as_target_market.pdf
children_as_vulnerable_consumers_a_first_conceptualisation.pdf
Unformatted Attachment Preview
General Training Reading sample task – Flow-chart completion
ROBOTS AT WORK
A
The newspaper production process has come a long
way from the old days when the paper was written,
edited, typeset and ultimately printed in one building
with the journalists working on the upper floors and
the printing presses going on the ground floor. These
days the editor, subeditors and journalists who put the
paper together are likely to find themselves in a
totally different building or maybe even in a different
city. This is the situation which now prevails in
Sydney. The daily paper is compiled at the editorial
headquarters, known as the prepress centre, in the
heart of the city, but printed far away in the suburbs at
the printing centre. Here human beings are in the
minority as much of the work is done by automated
machines controlled by computers.
day’s paper and the publishing order are determined
at head office, the information is punched into the
computer and the LGVs are programmed to go about
their work. The LGVs collect the appropriate size
paper reels and take them where they have to go.
When the press needs another reel its computer alerts
the LGV system. The Sydney LGVs move busily
around the press room fulfilling their two key
functions to collect reels of newsprint either from the
reel stripping stations, or from the racked supplies in
the newsprint storage area. At the stripping station
the tough wrapping that helps to protect a reel of
paper from rough handling is removed. Any
damaged paper is peeled off and the reel is then
weighed.
E
B
Once the finished newspaper has been created for the
next morning’s edition, all the pages are transmitted
electronically from the prepress centre to the printing
centre. The system of transmission is an update on the
sophisticated page facsimile system already in use on
many other newspapers. An imagesetter at the
printing centre delivers the pages as film. Each page
takes less than a minute to produce, although for
colour pages four versions, once each for black, cyan,
magenta and yellow are sent. The pages are then
processed into photographic negatives and the film is
used to produce aluminium printing plates ready for
the presses.
Then one of the four paster robots moves in.
Specifically designed for the job, it trims the paper
neatly and prepares the reel for the press. If required
the reel can be loaded directly onto the press; if not
needed immediately, an LGV takes it to the storage
area. When the press computer calls for a reel, an
LGV takes it to the reel loading area of the presses. It
lifts the reel into the loading position and places it in
the correct spot with complete accuracy. As each reel
is used up, the press drops the heavy cardboard core
into a waste bin. When the bin is full, another LGV
collects it and deposits the cores into a shredder for
recycling.
F
C
A procession of automated vehicles is busy at the new
printing centre where the Sydney Morning Herald is
printed each day. With lights flashing and warning
horns honking, the robots (to give them their correct
name, the LGVs or laser guided vehicles) look for all
the world like enthusiastic machines from a science
fiction movie, as they follow their own random paths
around the plant busily getting on with their jobs.
Automation of this kind is now standard in all modern
newspaper plants. The robots can detect unauthorised
personnel and alert security staff immediately if they
find an “intruder”; not surprisingly, tall tales are
already being told about the machines starting to take
on personalities of their own.
The LGVs move at walking speed. Should anyone
step in front of one or get too close, sensors stop the
vehicle until the path is clear. The company has
chosen a laserguide function system for the vehicles
because, as the project development manager says
“The beauty of it is that if you want to change the
routes, you can work out a new route on your
computer and lay it down for them to follow”. When
an LGV’s batteries run low, it will take itself off line
and go to the nearest battery maintenance point for
replacement batteries. And all this is achieved with
absolute minimum human input and a much reduced
risk of injury to people working in the printing
centres.
G
D
The robots’ principal job, however, is to shift the
newsprint (the printing paper) that arrives at the plant
in huge reels and emerges at the other end
some time later as newspapers. Once the size of the
The question newspaper workers must now ask,
however is, “how long will it be before the robots are
writing the newspapers as well as running the
printing centre, churning out the latest edition every
morning?”
General Training Reading sample task – Flow-chart completion
Questions 33 – 40
Complete the flow-chart below.
Choose NO MORE THAN THREE WORDS from the text for each answer.
Write your answers in boxes 33-40 on your answer sheet.
The Production Process
The newspaper is compiled at the editorial headquarters by the
journalists.
Æ
The final version of the text is 33 …………… to the printing centre.
Æ
The pages arrive by facsimile.
Æ
The pages are converted into 34 …………… .
Æ
35 …………… are made for use in the printing presses.
The LGVs are 36 …………… by computer.
Æ
The LGVs collect the reels of paper.
Æ
The LGVs remove the 37 …………… from the reel.
Æ
The reel is 38 …………… .
Æ
The reel is trimmed and prepared by the 39 …………… .
Æ
The reel is taken to the press.
The reel is taken to the
40 …………… .
General Training Reading sample task – Flow-chart completion
Answers
33
transmitted (electronically)
34
(photographic) film/negative(s)
35
(aluminium) printing plates
36
programmed
37
damaged paper/wrapping
38
weighed
39
paster robot(s)
40
storage area
Words in brackets are optional – they are correct, but not necessary. Alternative answers are
separated by a slash (/).
162
THE JOURNAL OF CONSUMER AFFAIRS
JUAN FRANCISCO DÁVILA, MÒNICA CASABAYÓ, AND
JATINDER JIT SINGH
A World beyond Family: How External Factors Impact
the Level of Materialism in Children
This article explores and puts together eight important factors influencing materialism in children aged 8–12 years using a large sample
from Spain. An analysis of the relationship of this set of factors with
children’s materialism using structural equation modeling is provided
as well. Results suggest that external influences are more important for
Spanish children than family influences. Finally, the article provides a
road map for practitioners as well as government agencies, and suggestions for further research.
The rising level of materialism in children and adolescents has prompted
growing concerns among parents, educators, and social scientists (Chaplin
and John 2007). Children are especially vulnerable and have been exposed
to an upsurge of consumption. Aggressive marketing targeting children
began in the 1980s (McNeal 1992) and has expanded ever since. In 2004,
Schor reported that expenditures in marketing aimed at children in the
United States had reached $15 billion a year, up from only $100 million in
1983 (Schor, 2004).
Along with children’s involvement in consumer society, children’s
materialism (or a tendency to value material possessions as a path to
happiness) has become a research area for many scholars. Over the last
35 years, a stream of research has explored the links between children’s
materialism and several other factors, such as age (Chan 2013; Chaplin and
John 2007; Flouri 2004; Goldberg et al. 2003), self-esteem (Chaplin and
John 2007, 2010), parents’ materialism (Chaplin and Lowrey 2010; Flouri
1999; Goldberg et al. 2003), family income (Chan and Cai 2009; Goldberg
Juan Francisco Dávila (juanfrancisco.davila@esade.edu) is a PhD Candidate in Management
Sciences at ESADE Business School, Ramon Llull University, Mònica Casabayó (monica.casabayo@esade.edu) is an Associate Professor in the Department of Marketing at ESADE
Business School, Ramon Llull University, and Jatinder Jit Singh (jsingh@eada.edu) is an Associate
Professor of Marketing in the Department of Marketing, Operations and Supply at EADA Business
School. The authors thank all the anonymous Spanish schools for supporting the data collection
process, Jordi Crespo of the Hamilton (www.hamilton.es) for his help during the data-gathering stage,
and Carlos Camí from Group Stucom (www.stucom.com) for his help and interest and bridge-building
between the academic and business worlds.
The Journal of Consumer Affairs, Spring 2017: 162–182
DOI: 10.1111/joca.12103
Copyright 2016 by The American Council on Consumer Interests
SPRING 2017
VOLUME 51, NUMBER 1
163
et al. 2003), family disruption (Burroughs and Rindfleisch 1997; Roberts,
Manolis, and Tanner 2003), media exposure (Buijzen and Valkenburg
2003, 2005; Churchill and Moschis 1979; Moschis and Moore 1982), and
the influence of peers (Achenreiner 1997; Chan and Prendergast 2007;
Flouri 1999) or media celebrities (Clark, Martin, and Bush 2001; La
Ferle and Chan 2008). Knowledge of the factors linked to children’s (and
adolescents’) materialism has advanced by leaps and bounds over the past
40 years, as has understanding of the interactions and relations among
variables, although interpretations often vary.
This article enriches the literature with a research study that evaluates
the influence of a range of factors identified in the literature on children’s
materialism using structural equation modeling. This study contributes to
the existing literature in several ways. First, from a theoretical perspective,
the study builds on the background of materialism, and is developed
based on previous research and theoretical frameworks (e.g., Dávila and
Casabayó 2013). Second, from a methodological perspective, in order to
gather more realistic information, a double survey to children (492 girls and
boys aged 8–12 years) and their parents (385) was designed and conducted.
The article is organized as follows. The second section presents the
conceptual background and hypotheses. The third section explains the
research study and the results. Finally, the conclusions and directions for
further research are explained in last section.
BACKGROUND AND HYPOTHESES
Materialism has been studied extensively.1 In the academic literature,
several definitions of materialism appear. For instance, Belk (1984) defined
materialism as:
The importance a consumer attaches to worldly possessions. At the highest levels of
materialism, such possessions assume a central role in a person’s life and are believed
to provide the greatest sources of satisfaction and dissatisfaction in life either directly
(as ends) or indirectly (as means to end). (Belk 1984, 291)
For Richins and Dawson (1992), materialism revolves around three
related values: centrality (a tendency to place possessions and their acquisition at the center of one’s life), the pursuit of happiness (the view
that possessions are essential to one’s satisfaction and well-being), and
1. The term consumerism is now sometimes used as a synonym for materialism, although it was first
coined to describe the 20th-century movement for defending consumers from corporations (Swagler
1994).
164
THE JOURNAL OF CONSUMER AFFAIRS
possession-defined success (the tendency to judge one person’s success by
the number and quality of his possessions).
In addition, there is a major stream of research that seeks to discover
and measure the negative effects of materialism on people’s well-being,
such as unhappiness, lower subjective well-being, and depression (Belk
1984, 1985; Burroughs and Rindfleisch 2002; Kasser and Ahuvia 2002;
Kasser et al. 2004; Larsen, Sirgy, and Wright 1999; Richins 1987; Richins
and Dawson 1992; Ryan and Dziurawiec 2001; Swinyard, Kau, and Phua
2001).
Furthermore, some scholars argue that these drawbacks of materialism
can be moderated by social and personal values (Baker et al. 2013; Burroughs and Rindfleisch 2002; La Barbera and Gürhan 1997; Rindfleisch
and Burroughs 2004). Finally, authors proposing an explanation to these
negative outcomes are also found in the literature (Kasser 2002; Rindfleisch and Burroughs 2004).
CONCEPTUAL FRAMEWORK
Several factors have been identified in the literature as fostering materialism in children. But these factors have been, so far, explored in independent studies, rather than put together in a comprehensive model. In
2013, Dávila and Casabayó performed a literature review to identify the
main factors that influence materialism in children. They included in their
search articles from 1978 to 2012 that met two criteria: (1) the article studied the influence of a factor or set of factors in children’s materialism,
and (2) it included children under 14 years in at least part of the sample
(Dávila and Casabayó 2013). Additionally, the key factors of materialism
in children are classified into three groups: individual factors, semicontextual factors, and contextual factors. As shown in Figure 1, individual
factors refer to a child’s inherent characteristics, while semicontextual and
contextual factors are linked to the setting in which a child is born and
brought up. According to the authors, semicontextual factors, also called
family influences, are considered a separate set of factors, as family is the
main context for human development (Bronfenbrenner 1986) and literature on materialism has explored many family-related variables. Finally,
contextual factors refer to influences stemming from outside of the family,
such as peers, media exposure, and admired icons.
The three sets of factors (individual, semicontextual, and contextual)
can be organized in layers around the child, a display that bears some
connections to Belk’s concept of multiple levels of self (Belk 1988, 2013).
For Belk, possessions can be considered an extension of self, and they
SPRING 2017
165
VOLUME 51, NUMBER 1
FIGURE 1
Conceptual Framework and Hypotheses
INDIVIDUAL FACTORS
Gender (used as control)
SEMI-CONTEXTUAL FACTORS
Family income (used as control)
Family disruption
Family communication patterns
H1
H2
CONTEXTUAL FACTORS
School type
Attitude to ads
Media celebrities
Peer influence
H3
H4
H5
H6
C
H
I
L
D
R
E
N’
S
M
A
T
E
R
I
A
L
I
S
M
Note: Extracted from Dávila and Casabayó (2013)
can be arranged in concentric layers around the inner self. The layers in
his conception are individual, family, community, and group, a schema
similar to the classification of the factors of materialism used in this study.
Clearly, other classifications are available. Life course theory (Moschis
2007) proposes three theoretical orientations: normative, or the roles and
social norms that affect consumer behavior; stress, or people’s reaction
to stressful situations; and human capital, or the resources, qualifications
and skills people acquire in their life span. Some factors, such as family
disruption or even peer influence, can be associated with stress, while
others such as attitude of children to ads vary with the accumulation of
human capital. It is also possible that more than two orientations play a
role in a given factor: e.g., is peer influence also affected by human capital,
as the latter promotes the development of psychological maturity which
enables children to act against the desires of their friends?
Building on the above-mentioned framework, this study explores the
relationship between materialism and some family factors and external
factors observed in Spain, using gender and family income as control
variables. The factors selected and the corresponding hypotheses are as
follows.
Individual Factors
Gender
Boys have shown greater materialism than girls in western samples
(Achenreiner 1997; Churchill and Moschis 1979; Goldberg et al. 2003;
166
THE JOURNAL OF CONSUMER AFFAIRS
Moschis and Churchill 1978). In contrast, experiments in China did not
find a significant difference in materialism between boys and girls (Chan
2003; Chan, Zhang, and Wang 2006). Children in western societies may
identify with their fathers, who score higher than women in materialism
(Flouri 2007) and who tend to focus more on material objects as indicators
of success in life.
Semicontextual Factors—Family Influences
Family Income
Children in low-income households are reported to be more materialistic
than those in higher-income families (Chan and Cai 2009; Goldberg et al.
2003). This counterintuitive finding is explained because children who
lack material resources value material possessions and wealth more than
children who already have them.
Family Disruption
Family disruption positively influences materialism in children, as
reported by Rindfleisch, Burroughs, and Denton (1997) and Roberts,
Manolis, and Tanner (2003), although in this latter experiment family
disruption related only to the happiness dimension of materialism in the
Richins and Dawson scheme (the other two dimensions are centrality and
success). This could be explained by the stress that divorce imposes on children, as well as the arousal of feelings of self-doubt and insecurity which in
turn foster materialism (Chang and Arkin 2002). Hypothesis 1 was defined
thus:
H1: Children of disrupted families are more materialistic than children of intact
families.
Family Communication Patterns
Socio-oriented communication “is typified by encouraging the youngster to maintain harmonious interpersonal relations, avoid controversy and
repress his inner feelings on extra-personal topics” (Chaffee and McLeod
1972, 153) and concept-oriented communication is the emphasis given
to a child to “express his own ideas, become exposed to controversy and
challenge the views of others” (Chaffee and McLeod 1972, 153). In a
sample of teenagers, Moschis and Moore (1979) found that socio-oriented
family communication relates positively to materialism. Children forced
to conform to norms and repress their feelings are more likely to indulge in
consumption than children who can discuss their points of view, possibly
because advertising and consumption are so ubiquitous in our societies
SPRING 2017
VOLUME 51, NUMBER 1
167
that it is impossible to forbid children’s access to them, and only parents’
discussions and explanations can lower their materialistic influence.
Hypothesis 2 was defined thus:
H2: Socio-oriented communication is positively related to children’s materialism.
Contextual Factors—External Influences
School Type
Parents who want to stress religious education of their offspring can
send them to religious schools. In Spain, these private schools are mostly
Catholic and state-aided whereas state schools are wholly funded from the
public purse. Catholic schools may create an environment that discourages
the development of materialism in children, given the reported emphasis
of religious teachings on spiritual rather than material aims. Hypothesis 3
was defined thus:
H3: Children in religious schools are less materialistic than children in non-religious
schools.
Attitude to Ads
Evidence on the link between media exposure and children’s materialism is inconclusive. Some studies performed with teenagers find a positive
relationship (Churchill and Moschis 1979) or no significant relation (Chan,
Zhang, and Wang 2006). Greater exposure to TV ads is usually linked
to more materialism (Buijzen and Valkenburg 2003, 2005; Chan and Cai
2009; Moschis and Moore 1982), although La Ferle and Chan (2008) found
no link.
An important aspect of media exposure is the attitude toward ads. Chan
and Zhang (2007) found a positive correlation between this factor and
materialism. They also discovered that, when introducing these variables
in their model, TV watching became nonsignificant. This suggests the
possibility that watching TV is only a proxy for another construct, such
as attitude …
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