Family & Consumer Sciences Research Journal最新文献

Out-of-field teaching is a strategy employed to address global teacher shortages. This study compares Australian in-field and out-of-field teacher effectiveness perceptions when teaching home economics. An online survey (N = 194) identified statistically significant findings that negatively impact the subject, teachers, and students: in-field teachers report they are more effective than out-of-field teachers, while out-of-field teachers claim they are equally effective; in-field and out-of-field teachers report declines in self-efficacy and well-being when teaching out-of-field; out-of-field teachers use narrower subject skills, safety, and knowledge. Professional learning, skill development, resource provision, support/mentoring, planning time, and strategic hiring are suggested to address out-of-field teaching challenges.

The goal of this study is to understand the relationship between the Big Five personality traits (extraversion, openness to experience, neuroticism, agreeableness, and conscientiousness) and parents' tracking behaviors on Life360, one of the most popular tracking applications used globally. Data for this study comes from an online survey of emerging adults (N = 284; mean age = 20.49 years). Regression results revealed that extraversion was positively associated with a primary parental figure using Life360 and contacting the participant as a result of something they saw on Life360. Conscientiousness was negatively associated with these same tracking behaviors by parents.

This paper presents a qualitative content analysis of college students' responses to three affective learning assignments designed using social learning and constructivism. The participants were college students enrolled in a financial literacy course. The study explores how extrospective social observation and introspective self-reflection of financial experiences lead to gains in new perspectives. Instead of prescribing actions, teachers encouraged observation and reflection. Key results include students gaining insights by observing parents' financial behaviors, reflecting on childhood financial memories, creating new meanings about money, and developing healthier financial relationships. Affective learning empowers students to construct their financial knowledge and future financial paths.

In large-scale crises, recovery efforts often receive limited empirical attention. The COVID-19 pandemic (2020–2023) significantly disrupted children's lives in the United States. This exploratory mixed-methods study involved 58 mothers who completed online surveys about their children's (ages 2–17) recovery. Using the Children's Best Interest Wheel, the study analyzed data through descriptive statistics and qualitative content analysis. It explored recovery across child safety, health, development, learning, care, home, and relationships. Mothers reported that children were nearly recovered in each of these areas.

Home Economics: A Definition (1979) was written by Marjorie Brown and Beatrice Paolucci to provide conceptual clarity to the profession. Their work resulted in an inaugural mission statement and three conceptual frameworks to guide thinking and practice, known as the Critical Science Approach (CSA). After 43 years, what the CSA means for the profession remains unclear. This qualitative study used a case study design to learn from scholars' historical and present experiences to explore the role of CSA in the profession. The results identify challenges and opportunities as the profession defines the CSA, enhances accessibility, and explores future directions.

This qualitative study investigated how young Black women experience career and education planning (CEP). Eight women from West Texas completed a career exploration and decision-making learning experiences scale and participated in semi-structured interviews. Findings from the data provided a contextualized understanding of CEP, indicating that career exploration and decision-making learning experiences, work-based learning, and social agents positively influence CEP. These findings provide an awareness of CEP experiences that can inform how family and consumer sciences educators and practitioners support CEP in a way that helps individuals from marginalized communities circumvent career-related disadvantages encountered during the transition from adolescence into adulthood.

This study investigated the personal and situational factors that influence consumers' sustainable clothing disposal behavior using the theory of interpersonal behavior. Data were collected via an online survey of 293 U.S. participants and analyzed using regression techniques. The results supported five of the six hypotheses, indicating that both attitudes toward environmentally friendly clothing and positive affect toward sustainable disposal behavior are significant predictors of disposal intentions. However, perceived social pressure was not found to have a significant impact. Furthermore, perceived convenience, sustainable disposal intentions, and established recycling habits were identified as key predictors of actual sustainable clothing disposal behavior.