Purpose – The purpose of this paper is to understand Eco-Apparel consumption behavior in consumers who care about the environment. Design/methodology/approach – A snowball sampling technique was used to recruit 16 participants for in-depth interviews. Findings – Two attitude-behavior gaps existed: the gap between environmental attitude and Eco-Apparel purchasing behavior; and the gap between Eco-Apparel attitude and Eco-Apparel purchasing behavior. There were two connections: product and emotional benefits leaded to Eco-Apparel purchasing behavior; and personal cost benefits, emotional benefits, and economic considerations leaded to Eco-Apparel using and disposing behavior. These gaps and connections suggested participants have certain standards regarding Eco-Apparel consumption. First, the standard of purchasing Eco-Apparel was the same as regular apparel. Second, participants did not want to expend much effort. Third, for some participants, emotional benefits (e.g. fun, good feeling, satisfaction) were important. Research limitations/implications – The small sample size and the snowball sampling technique limit generalization of the study’s findings. Practical implications – These findings might be of interest to apparel manufacturers and retailers who want to re-enforce consumers’ positive attitudes leading to actual purchase and consumption behaviors. Originality/value – The current study for the first time examines the attitude-behavior gaps, proposes reasons behind these gaps, as well as connections between benefits and Eco-Apparel usage and disposal behaviors. In addition, the proposed framework is the first attempt to illustrate the relationships among gaps, connections, and consumption standards.

The purpose of this study was tri-fold: (1) to evaluate the efficacy of a creative thinking course using three different assessments; (2) to analyze changes in creativity as a result of the training for individual participants; and (3) to investigate reasons for individual decreases in creativity after the training. Data was collected at the beginning and the end of a creative thinking course at a large land-grant Midwestern university. After the course, students had the most significant increase in belief in their own creative abilities, followed by an increase in attitude toward risk-taking, and creative thinking evaluated by experts. While as a group, participants had significantly increased their creative abilities, several of them demonstrated a decrease in creative abilities after the course. A statistical phenomenon, regression to the mean, was employed to explain why some participants demonstrated lower creative thinking after completing the course.

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