'Generation Z' children's adaptation to digital consumer culture: A critical literature review

Bassiouni, Dina H.; Hackley, Chris

doi:10.1362/147539214x14024779483591

Cited by 170 publications

(123 citation statements)

References 0 publications

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“…The findings of self-congruity and fashion brand love relationship in this study confirmed the importance of the self-expressive role of brands. Because this market segment represents a significant behavioral shift from previous generation cohorts (Bassiouni and Hackley 2014), it would be worthy to identify major characteristics that affect their purchase behaviors for brand managers who are targeting this particular segment. The members of this generation are social and sharing images and information in social media is a central part of their communication (Kapusy and Lógó 2017); uploading videos or images of products can be a way to start conversations and gain social acceptance.…”

Section: Discussionmentioning

confidence: 99%

Fashion Brand Love: Application of a Cognition–Affect–Conation Model

Han

Choi

2019

Social Sciences

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A large numbers of studies have supported the crucial role of brand love in consumer–brand relationships; however, research that examines fashion brand love and its relationship with cognitive aspects and self-concept congruency remains limited. Therefore, the purpose of this study was to identify important factors that are associated with fashion brand love. A questionnaire in which participants provided self-reported responses was created to measure the constructs and structural equation modeling (SEM) and independent sample t-tests were conducted to test the hypothesized relationships. Our results indicated that consumers who know more about fashion brands are more likely to have stronger emotional attachment to their favorite fashion brand and brand love, in turn, has a significant effect on performing brand-loyal behaviors. Furthermore, our results demonstrated that fashion brand love is strongly associated with actual and ideal self-congruity. These findings suggest that it is important for fashion brands to focus on developing affective relationships with consumers to gain brand loyalty and one way to achieve this goal is to enhance brand awareness or knowledge among consumers. Fashion brands also need to invest in activities that aim to deliver a brand image congruent with actual and ideal self-concepts of the target market.

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Section: Discussionmentioning

confidence: 99%

Fashion Brand Love: Application of a Cognition–Affect–Conation Model

Han

Choi

2019

Social Sciences

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“…Literature reports positive and negative effects of digital technologies in learning, depending on the skills and knowledge being developed (Hsin & Tsai, 2014). For example, tablets favor the development of skills such as independence (Bassiouni & Hackley, 2014), collaboration (Kucirkova, Messer & Sheeny, 2014) and social interaction (Chou, 2013), but can be responsible for the decreasing of time of attention and, consequently, for a lower retention of information or a cognitive overload (Bus, Takacs, & Kegel, 2014).…”

Section: Factors and Perceptions That Influence The Usage Of Digital mentioning

confidence: 99%

Technologies and children up to 8 years old: what changes in one year?

Brito

Dias

2019

(OBS*)

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In this chapter, we present a longitudinal study which aims to explore the involvement of children up to 8 years old and their families with digital technologies, focusing perceptions and use, during a one-year period. In a first phase, ten families with children up to 8 years old were interviewed. In a second phase, we interviewed eight of the initial ten families. In both moments, children elected the tablet as their favourite device, and their preferred activities were playing games and watching videos on YouTube. Due to an increase in their reading and writing skills, on the second visit to families, we observed that children had become more autonomous in their digital practices, being able to search about their interests and refine such searches. In addition, parents showed more positive perceptions regarding the use of technologies by their kids, promoting their use for scholar searches. The type of parental mediation is related to the parents' perceptions about technologies: parents who consider their use beneficial for more pedagogic purposes, encourage their children, monitoring and supporting them, thus leading to their children using and perceiving the Web as an important tool to explore personal and school interests; parents who hold a less positive view about digital media do not encourage their use, not even for pedagogic purposes, frequently restricting screen-time, and therefore their children use the devices for limited time and mostly for play activities.

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“…Ypač intensyvi šiame amžiuje vaiko psichinė raida, formuojasi valia ir gebėjimas reguliuoti savo jausmus. Neatsakingai, nesaugiai, neribotą laiką naudojamos IT gali neigiamai veikti tiek vaiko fizinę, tiek ir psichinę sveikatą (Dugdill, Crone, Murphy, 2009;Hastings ir kt., 2009;Patel ir kt., 2010;Bacys, 2012;Brunes, Augestad, Gudmundsdottir, 2013;Bassiouni, Hackley, 2014;McCrindle, 2014;Adaškevičienė, Strazdienė, 2017;Chan, Lake, Hansen, 2017).…”

Section: įVadasunclassified

“…Mental development in this age is particularly intense, the will and ability to regulate their feelings are formed. Irresponsible, unsafe and unlimited use of IT can have negative consequences for both t physical and mental health of a child (Dugdill, Crone, Murphy, 2009;Hastings at al., 2009;Patel at al., 2010;Bacys, 2012;Brunes, Augestad, Gudmundsdottir, 2013, Bassiouni, Hackley, 2014McCrindle, 2014;Adaškevičienė, Strazdienė, 2017;Chan, Lake, Hansen, 2017).…”

Section: The Expanse Of Information Technologies In Primary Educationmentioning

confidence: 99%

Informacinių Technologijų Plėtra Pradiniame Ugdyme Ir Vaikų Sveikatai Palankios Mokymo(si) Aplinkos Kūrimo Ypatumai

Strazdienė¹,

Eirošė²,

Norvilienė³

2021

Tiltai

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Moksliniai tyrimai pagrindžia informacinių technologijų (toliau-IT) reikšmę ugdymo procese. Tačiau IT taikymas mokymo(si) aplinkoje kelia naujus iššūkius, saugant ir stiprinant jaunesniojo mokyklinio amžiaus vaikų sveikatą. Natūralus vaikų polinkis, poreikis ir IT naudojimas ugdymo(si) procese lemia būtinybę valdyti šį procesą. Straipsnyje siekiama ištirti IT plėtros tendencijas pradiniame ugdyme ir atskleisti vaikų sveikatai palankios mokymo(si) aplinkos kūrimo ypatumus. Anketinės apklausos būdu apklausti 237 Vakarų Lietuvos regiono pradinių klasių mokytojai. Tyrimas atskleidė, kad pradinių klasių mokytojai ir mokiniai nepakankamai aprūpinti IT priemonėmis. Nors kompiuterį savo klasėje turėjo beveik visi mokytojai, o skaitmeninį projektorių-beveik pusė apklaustųjų, tik labai maža dalis mokytojų savo klasėse turėjo interaktyviąją lentą ir planšetinius kompiuterius. Pradinės mokyklos bendram naudojimui yra įsigijusios įvairių IT priemonių, tačiau savo klasėse pradinių klasių mokytojai jų pasigenda. IT priemonių trūkumas klasėje riboja jų naudojimo ugdymo procese galimybes. Tyrimas atskleidė, kad pradinių klasių mokiniai turi žinių apie saugų IT priemonių naudojimą, sveikatos saugojimą dirbant su IT, tačiau turimų žinių netaiko praktiškai. Vaikams reikia išmokti praktinių veiksmų, juos taikyti gyvenimiškose situacijose, mokytis sveikatai palankios elgsenos. Nors daugelis pedagogų mano, kad pradinių klasių mokiniai žino saugaus elgesio naudojantis IT taisykles bei netinkamo naudojimosi IT pasekmes sveikatai, tik trečdalis arba dar mažiau pradinių klasių mokytojų sutiko, kad pradinių klasių mokiniai naudodamiesi IT geba taisyklingai sėdėti prie rašomojo stalo, moka daryti akių pratimus, saugoti regėjimą, derinti akių ir rankų atliekamus judesius ir kt. PAGRINDINIAI ŽODŽIAI: pedagogai, pradinių klasių mokiniai, sveikatai palanki mokymo(si) aplinka, informacinės technologijos.

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'Generation Z' children's adaptation to digital consumer culture: A critical literature review

Cited by 170 publications

References 0 publications

Fashion Brand Love: Application of a Cognition–Affect–Conation Model

Fashion Brand Love: Application of a Cognition–Affect–Conation Model

Technologies and children up to 8 years old: what changes in one year?

Informacinių Technologijų Plėtra Pradiniame Ugdyme Ir Vaikų Sveikatai Palankios Mokymo(si) Aplinkos Kūrimo Ypatumai

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