The purpose of this study was to compare men and women for differences in affective and cognitive processes associated with impulse buying behavior and to identify gender differences in terms of impulsive purchases made from a variety of product categories. A total of 277 students served as the sample. Using analysis of variance tests, males and females were found to be significantly different with respect to affective process components (irresistible urge to buy, positive buying emotion and mood management) and cognitive process components (cognitive deliberation and unplanned buying). Significant differences were also found between men and women in the frequency with which the following product categories were purchased on impulse: shirts/sweaters, pants/skirts, coats, underwear/lingerie, accessories, shoes, electronics, hardware, computer software, music CDs or DVDs, sports memorabilia, health/beauty products, and magazines/books for pleasure reading.

Students' degree of territoriality based on gender and seat preferences in different types of classroom arrangements was studied. The types of classroom arrangements included rows of tablet-arm chairs, U-shaped, clusters, and rows of tables with individual chairs. The study was carried out through a survey at a large public institution in the southeast region of the United States. Results indicate that students who preferred seats at the end of rows of tables with individual chairs and tablet-arm chair arrangements had higher scores on claiming a particular seat than those who preferred middle seats in a row. In the rows of tables with individual chair arrangement, students who preferred seats at the end of rows also had more need to define their own territory than students who preferred middle seats in a row. No significant results were found in the U-shaped and cluster layouts. Females had higher scores on claiming a particular seat than males regardless of seating arrangement.

Purpose -This paper seeks to shed light on the behaviors of a group of consumers referred to as "tween", a sub-group of Generation Y, described as pre-adolescents, aged 9 to 15, who are be"tween" the children and juniors markets, by taking previously tested measures and applying them to "tween" girls. The work of Blackwell et al. indicates that individual tastes and preferences are expected to have an effect on to whom tweens look for purchasing cues. Design/methodology/approach -The first section of the survey included demographic items consisting of tweens' age, grade level and race. Section two of the survey consisted of nine items used to determine the influence of two reference groups: parents and friends. Items adapted from the personal involvement index were used to measure the personal involvement of tweens in apparel purchases. Store patronage was measured by assessing the frequency with which participants patronized each of eight given retail settings.Findings -Future research should replicate or adapt the study to a larger sample in order to determine the strength of the relationships, since the majority of the respondents were between the ages of 12 to 15, leaving younger tweens under-represented. Originality/value -The results reveal that tweens exhibit a high level of fashion interest and that fashion interest is the only variable in the study to have significant relationships with each of the other variables.

The introduction of television (TV) home shopping and other non-store shopping formats is one way by which retailers have tried to meet the evolving needs of consumers. Using risk perception as the theoretical framework, the objective of this study was to categorize TV home shoppers as high or low risk perceivers and compare them for differences in types of risk perceived, types of products purchased and demographics. The sample consisted of 125 adult TV home shoppers. Significant differences were found between these two groups in terms of their perceptions of financial risk (p = 0.03) as well as product categories purchased including clothing (p = 0.001), accessories (p = 0.014), health and beauty items (p = 0.000) and maintenance, tools and cleaners (p = 0.009). No demographic differences were found.

This study examined the impact of shared responsibility on the relationship between marketing and other business students’ coping strategies and their satisfaction with the rapid transitioning to remote learning and academic performance expectations. COVID-19 (coronavirus disease 2019) rapidly altered and challenged higher education to maintain pedagogical services provided to students, regardless of faculty or student readiness or experience. As such, shared responsibility can be critical in times of crisis when the university community must pull together for mutual success. Findings indicate that students’ sense of shared responsibility and healthy coping mechanisms lead to student satisfaction with the transition process and more positive academic outcomes. This study is the first to empirically examine shared responsibility in higher education during a crucial period to the authors’ knowledge. By promoting shared responsibility, marketing educators can improve student outcomes and identify those who may need additional support resources.