Family & Consumer Sciences Research Journal最新文献

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The above article, published online on 8 September 2015 in Wiley Online Library (wileyonlinelibrary.com), has been retracted by agreement between the author; the journal's Editor in Chief, Mari L. Borr; the American Association of Family and Consumer Sciences; and Wiley Periodicals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The article has been retracted at the author's request due to significant overlap with previously published articles [1-5].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.

[1] M.T. Nolan, J. Wenzel, H.-R. Han, J.K. Allen, K.A. Paez, V. Mock, “Advancing a Program of Research Within a Nursing Faculty Role,” Journal of Professional Nursing 24, no. 6 (2008): 364-370, https://doi.org/10.1016/j.profnurs.2007.10.014

[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.

The Critical Science Approach (CSA) was developed in 1979 with the intent to create a consistent conceptual identity unifying the Family and Consumer Sciences (FCS) profession's philosophy, knowledge, and practice. This systematic literature review examines empirical CSA research published between 1979 and 2022 to better understand what the CSA means for the profession. A total of 71 articles met the criteria with the CSA highly integrated in 22 of those articles. Results illustrate a need for increased CSA scholarship, continuity in keyword usage within the CSA language, and collaboration among preprofessional programs and professional organizations to support and sustain a CSA paradigm shift.

This mixed methods study investigated the effectiveness of work-based learning (WBL) experiences in secondary Family and Consumer Sciences (FCS) programs, focusing on bridging the gap between secondary education and workforce readiness. Participants included secondary FCS teachers from public middle and high schools in Texas. The findings highlight WBL integration challenges due to varying levels of awareness, training, and industry partnerships among FCS educators. Enhancements in teacher training and stronger industry–education partnerships are recommended to improve the quality and diversity of WBL, aiming to better prepare students for dynamic workforce demands.

The goal of this study was to examine how social anxiety contributes to romantic relationship formation and whether technology may be used to assist this process. Participants completed an online survey (N = 242); individuals who scored moderate or higher in social anxiety on the Liebowitz social anxiety scale were invited to participate in an anonymous online chat (N = 41). Quantitative and qualitative data revealed that socially anxious individuals reported more confidence speaking to romantic interests virtually than in person. Social media appears to be a tool for socially anxious individuals to ease stress associated with romantic relationship formation.