Lisa Kiang, Sara Mendonça, Yue Liang, Ayse Payir, Lia T. O’Brien, Jonathan R.H. Tudge and Lia B.L. Freitas
Despite USA’s emphasis on children as consumers with great spending power, little is known about their actual spending preferences and how they might be linked to personal…
Abstract
Purpose
Despite USA’s emphasis on children as consumers with great spending power, little is known about their actual spending preferences and how they might be linked to personal character traits such as materialism and gratitude. This study aims to address this literature gap by examining children’s spending preferences in an imaginary windfall scenario, as well as main and interactive effects of materialism and gratitude on such preferences.
Design/methodology/approach
This was a school-based research study. Survey methodology was used in which self-report measures were collected from 247 7-14-year-old children (58 per cent male).
Findings
Results suggest that materialism was significantly associated with saving resources and allocating less money to charity. Gratitude was related to more charitable giving. One interactive effect was found whereby the link between more materialism and saving was attenuated by high levels of gratitude. Contrary to expectations, no age or gender differences in spending preferences or materialism were found, but older children and girls reported higher gratitude than did younger children and boys.
Research limitations/implications
Although cross-sectional data limit conclusions regarding directionality, the results have implications for understanding children’s consumer behavior, as well as children’s well-being, self-regulation and ability to delay gratification.
Practical implications
The results suggest that materialism, with its emphasis on consumption, and gratitude, with its positive feedback loop that encourages prosocial connections, are particularly relevant avenues to continue examining in future research on youth consumer patterns.
Social implications
Gratitude not only promotes social connectedness but also is more environmentally sustainable in promoting appreciation for what one has rather than wanting more. Uncovering ways that these characteristics are linked to hypothetical and, ultimately, actual spending behavior reflects a meaningful contribution to the field.
Originality/value
This paper fills gaps in the literature by examining links between specific character traits and potential spending behaviors, with deeper implications for children’s psychosocial development, self-regulation and environmental sustainability.
Details
Keywords
Lisa Porter, Katherine Barko-Alva and Socorro Guadalupe Herrera
Power, policy and politics set the landscape for technocratic approaches in the educational system. Efficiency and money-saving initiatives that adhere to a one-size-fits-all…
Abstract
Purpose
Power, policy and politics set the landscape for technocratic approaches in the educational system. Efficiency and money-saving initiatives that adhere to a one-size-fits-all approach drive the response to complex and multifaceted challenges within education. This has been made apparent through the COVID-19 pandemic and its aftermath. This paper aims to explore one of the most pronounced and gaping realities that became evident during this crisis in how the system dehumanizes those in the margins. By not centralizing the biographies of families served in the schools, particularly culturally and linguistically diverse families, the system has failed to capitalize on the assets and affirm their wisdom.
Design/methodology/approach
This conceptual paper juxtaposes the technocratic and humanistic approaches of family engagement and provides alternative narratives rooted in authentic cariño (Bartolomé, 2008; Herrera et al., 2020; Valenzuela, 1999) and radical kinship (Boyle, 2017).
Findings
Currently, the educational system has sought to address complex issues by attending to the structures (i.e. plexiglass) and instructions (i.e. technology) as a way of responding to life-altering events that are in need of humanistic approaches.
Originality/value
The authors ask educators to reflect on the ways that power, policy and politics often stifle opportunities to move outside what is known to transform educational contexts. The authors conclude with critical questions to create new pathways guided by empathy and hope.