Family & Consumer Sciences Research Journal最新文献

The purpose of this study was to explore the motivations and contexts that prompt consumers' impulse self-gifting behaviors (ISGB). A thematic analysis of interview data collected from 20 consumers revealed that motivations for ISGB were prompted by specific contexts and that attempts to avoid ISGB through self-control were typical among the participants. Mood states and marketing promotions also emerged as contexts prompting ISGB. Findings were viewed through the conceptual lens of stimulus-organism-response to frame the experience of ISGB as a process. This study expands the literature by considering the implications of impulse purchasing for self-gifting and offering strategic insights for practitioners.

The Family and Consumer Sciences Research Journal (FCSRJ) is a multidisciplinary journal that includes Professional Issues as one of eight topic areas. This paper examined 28 professional issue papers published in FCSRJ between 2009 and 2022. The following eight categories emerged: Early Leaders in Family and Consumer Sciences (FCS); Understanding FCS; Accreditation and Standards; Collaboration, Funding, and Leadership; Current Leaders; Mentoring Students; Mastering the Art of Publishing; and Approaches to Quantitative and Qualitative Research. Overall, this study highlights the potential for diverse voices and formats to enrich the discourse surrounding professional issues.

This study employed the Affect–Behavior–Cognition model of attitudes to examine the influence of 471 social media users' hedonic shopping motivations on their cognitive and behavioral responses toward AI chatbots in the fashion sector, considering the moderating effect of omni-channel shopping tendencies. Structural equation modeling was employed for data analysis. This study found that cognitive responses (social and therapeutic shopping motivations) had an impact on affective responses (satisfaction with and attitude toward AI chatbots), which in turn influenced a behavioral response (word-of-mouth about AI chatbots). The results confirmed the moderating effect of omni-channel shopping tendencies on customer reactions to AI chatbots.

Retraction: Y.-A. Lee, “Insight for Building a Successful Academic Journey,” Family and Consumer Sciences Research Journal 44, no. 1 (2015): 3–11, https://doi.org/10.1111/fcsr.12116.

The above article, published online on 8 September 2015 in Wiley Online Library (wileyonlinelibrary.com), has been retracted by agreement between the author; the journal's Editor in Chief, Mari L. Borr; the American Association of Family and Consumer Sciences; and Wiley Periodicals LLC.

The article has been retracted at the author's request due to significant overlap with previously published articles [1-5]. The author states that the overlap occurred unintentionally.

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[2] P. Chakrabarty, “Assistant Professor,” A Guide to Academia Chapter 7 (2012): 89-113, https://doi.org/10.1002/9781118317211.ch7

[3] P. Chakrabarty, “Special Considerations for Women and Minorities, and Balancing Work and Family,” A Guide to Academia Chapter 8 (2012): 115-120, https://doi.org/10.1002/9781118317211.ch8

[4] L.L. McCabe, E.R.B. McCabe, “Chapter 10. Developing Time Management Skills and Short-Term and Long-Term Goals,” How to Succeed in Academics, 2nd edition (2010) 151-156, https://doi.org/10.1525/9780520945999-011

[5] R.G. Strauss, “One Pathway to Academic Success: Autobiography of Dr Ronald G. Strauss,” Transfusion Medicine Reviews 26, no. 1 (2012): 85-89, https://doi.org/10.1016/j.tmrv.2011.08.001

In this qualitative study, we explore the potential of an innovative case study approach in a personal finance course among college students with the goal of making the course inclusive for students who are from economically disadvantaged families and traditionally have unsuccessful experiences in math. Students were required to create their own cases based on their unique, diverse backgrounds. Student reflections on their personal case study projects underwent thematic analyses. Our analysis documents the benefits and barriers perceived by students in this unique case study implementation, which has implications for promoting inclusive teaching in personal finance course design and delivery.