Idiosyncratic Consumption Values amongst Youth :
Parental vs. Media Influence
By: Amber D. Parker
University of Texas at Austin
Idiosyncratic Consumption Values amongst Youth :
Parental vs. Media Influence
By: Amber D. Parker
University of Texas at Austin
Idiosyncratic Consumption Values amongst Youth :
Parental vs. Media Influence
By: Amber D. Parker
University of Texas at Austin
- ___________________________________________________________________________________________
Relevence
Idiosyncratic Consumption Values amongst Youth: Parental vs. Media Influence
Screen media is a term referring to all media which requires the use of a screen (i.e., television, computer, cell phone etc…). The use of screen media has become more prevalent over the past 30 years while the age of consumers has become increasingly younger (Rainie 2006). These products are able to do everything from searching the web for information to downloading and playing movies and music. One is able to be entertained, educated and advised through use of new technology. Even a game that would normally require two people is able to be played by one human and one electronic partner.
A recent study done by the PEW Internet and American Life Project, examined the impact of the internet on human behavior and expectations. They found that the average American home has 26 electronic devices for communication and media and the average American spends more time consuming media than any other activity. How is this new trend affecting children?
Studies have shown that on average, kids spend about 20 or more hours each week watching TV, which is more time than is spent in any other activity besides sleeping and in a typical American home, the TV set is on for over 7 hours each day, and an average child spends more time watching TV than in school.
The following study will explore the educational and recreational value of specific types of screen media among Caucasian and African American children age 5-10 and the role/ impact screen media plays on their academic performance and their social relationships.
________________________________________________________________________________________________________
- RQ1: What screen media consumption habits are most prevalent amongst African American and Caucasian children age 5-10
RQ2: Do family values and rules impact the amount and type of screen media used.
RQ3: Does the type and/ or amount of screen media used by a child impact their performance in class.
My hypotheses are;
- a.)Children that consume screen media primarily for educational purposes will perform better in school and have stronger social skills
- b.) Lower socioeconomic children (both racial groups)are more susceptible to screen media consumption for recreational purposes
- ________________________________________________________________________________________________________
Relevence
Child Idiosyncratic Consumption Value (CICV) looks at the media tool a child values most in regard to subject matter; education vs. entertainment. It aims to disregard the affordability or accessibility of products/ media; but rather the perceived relative importance of the specific type of media. This study will look at such variables as race (African American and Caucasian), Age, Location of sample (Austin, TX and surrounding area) and socioeconomic status of respondents (lower-middle class, middle class and upper middle class).
The relevance of this research lies in the need to understand the young consumers screen media usage habits and how much they value specific media tools. Past research on values (Rokeach 1968, Kahle 1983, Schwartz 1992) all focus on the adult population needs and desires. Little to no research has been done to determine “screen media usage value”. Further, little research has been produced that supports the idea that parents heavily influence screen media usage values in children of color (i.e. African American and Hispanic children). The usage of certain types of media or information seeking may be influenced by values in the home of the child consumer. If parents allow very little media usage and place more importance on interactive activities (i.e., sports, arts and crafts, religious activities), the amount of screen media usage may be significantly limited.
Many studies (Maslow 1943, Rokeach 1973, Swartz 2005) have shown that environment has influence over individual values, thus making it a very important factor in research. Values may be commonly accepted and are ones which are shared by a society or they may be idiosyncratic values that are distinctive to an individual. Often hedonistic wants and needs may guide an individual’s decision. Other studies have shown (Fromn1956) that value judgments always determine action; these actions guide right and wrong in the decision making process.
Therefore, intrinsic values may be passed on through family interaction, yet the decision to use or adhere to the value expectation is still a decision that is made by the individual. Individual-personality theory models always attempt to encompass characteristics that may be applied in cross-culture and in varying situations.
Moral values may adjust themselves to the culture and environment in which they are developed; consequently allowing one to believe that moral values may be developed under certain conditions, and progressively change or adapt to situational or cultural environments. A set of values are used as guides for decision making and conflict resolution and most often, more then one value is instrumental in everyday choices (Rokeach 1973). The subjective nature of defining a set of values and understanding the influential nature of moral values allows for theoretical evaluation of various subset groups. However, very little research has been done to determine how values are formed and cultivated during the developmental stages of children. The purpose of this paper is to:
- Identify conditions and/ or environmental factors which have the ability to alter a child’s consumption value ( i.e. Socioeconomic, education of parent, number of children in the home); and
- Determine if media and other outside stimuli (i.e. friends and family) influence screen media consumption value development in African American and Caucasian children, age 5-10 and if so, to what extent.
- Shaping and guiding a child’s development is not simple. The introduction of “new media” and various media outlets have made the task of raising a child more complex than ever. New media technologies, cultural competencies in understanding how stories are constructed their meaning and aesthetic vocabularies that heighten their appreciation of diverse forms of expression are all factors (Jenkins 2005). Though we often trivialize the intellectual demands of popular culture, these skills are acquired over time and depend upon informal instruction. Parents provide such mentoring; both by modeling patterns of media consumption and by developing and enforcing guidelines for how they want their children to relate to media content (Jenkins 2005).
Understanding the value set and/ or morals of any particular group is a complex task. Much research has been done on value system sets; however there is not a solid definition for what a “value” encompasses. Even when one looks up the definition for the word value in Merriam- Webster dictionary, it is defined by a multitude of specifications. For Example:
- Family Values: traditional or conservative kinds which are held to promote the sound functioning of the family and to strengthen the fabric of society.
- Moral Values: of or relating to principles of right and wrong in behavior : Ethical Moral Judgment b : expressing or teaching a conception of right behavior <a moral poem> c : conforming to a standard of right behavior d : sanctioned by or operative on one's conscience or ethical judgment <a moral obligation> e : capable of right and wrong action <a moral agent>
- Perceptual or psychological rather than tangible or practical in nature or effect <a moral victory> <moral support>
Often societal values and moral value are used synonymously. For this reason, scholars have found difficulty in creating a solid understanding of the value system, (i.e. how it is developed, maintained and inevitably changed over time).
- Shaping and guiding a child’s development is not simple. The introduction of “new media” and various media outlets have made the task of raising a child more complex than ever. New media technologies, cultural competencies in understanding how stories are constructed their meaning and aesthetic vocabularies that heighten their appreciation of diverse forms of expression are all factors (Jenkins 2005). Though we often trivialize the intellectual demands of popular culture, these skills are acquired over time and depend upon informal instruction. Parents provide such mentoring; both by modeling patterns of media consumption and by developing and enforcing guidelines for how they want their children to relate to media content (Jenkins 2005).
Studies have shown that on average, kids spend about 20 or more hours each week watching TV, which is more time than is spent in any other activity besides sleeping. Children also learn to accept the stereotypes represented on television, due to the constant redundant messages presented to them over and over. In a typical American home, the TV set is on for over 7 hours each day, and the average child spends more time watching TV than in school ( Rainie 2006) With all of the outside media stimuli (i.e. internet, television, billboard advertising) received by the child; how are specific values developed and/ or changed over time? If a child spends more time watching television and interacting with interactive media such as online gaming and the internet; does this vastly affect their values?
- ________________________________________________________________________________________________________
Relevence
- Maslow’s Hierarchy of Needs (1943) was one of the first well noted and all encompassing models that directly addressed human needs. This well accepted scale, although later revised, focuses on basic human needs. The needs are often depicted in a pyramid model that encompassed deficiency needs in the lower tier and gradually focus more on growth needs.
The basic concept is that the higher needs in this hierarchy only come into focus once all the needs that are lower down in the pyramid are mainly or entirely satisfied (see figure 1). Growth forces create upward movement in the hierarchy, whereas regressive forces push proponent needs further down the hierarchy (Simons 1987). When the model was first created it consisted of five specific characteristics. It was later revised to include aesthetic needs transcendence needs and the need to know and understand (See figure 2). Physiological Needs are biological needs. They consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting).
However, when one attempts to apply these models to children, it becomes a more complex issue.
“Like adults, children often display the signs of insecurity and the need to be safe; however they do so through attempts to understand the world around them. Once the physiological well-being needs are satisfied, the next class of needs for love, affection and belongingness can emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging. Esteem only comes into affect when the first three classes of needs are satisfied, the needs for esteem can become dominant. These involve needs for both self-esteem and for the esteem, a person gets from others. Humans have a need for a stable, firmly based, high level of self-respect, and respect from others. When these needs are satisfied, the person feels self-confident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless and worthless. Finally, Self-Actualization occurs when foregoing needs are satisfied, then and only then are the needs for self-actualization activated. Maslow describes self-actualization as a person's need to be and do that which the person was "born to do." "A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness. The person feels on edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants when there is a need for self-actualization” (Simons 1987).
Nearly 25 years later after Maslow’s hierarchy of needs model was created, Rokeach developed the Value Survey theoretical model (1968). This model provided a new perspective on the nature of values in a cognitive framework and a measurement instrument. Value Survey has been effective and widely accepted model used in various capacities. Anyone interested in understanding what values are, what people value and the function and purpose of a value find this tool to be effective and accurate. The Rokeach Value Survey (RVS; Rokeach, 1973) consists of 18 terminal values and 18instrumental values. Rokeach defines terminal values as those which are concerned with “end states of existence”; such as prosperous life and free of war and conflict; whereas, instrumental values focus on models of conduct ;hard working/ aspiring, in addition to sincerity and truth.
Please see an example of the Rokeach Value Survey (Figure 3) and an example outline of how the study is preformed.
Although Rokeach was able to identify some of the key ingredients to the nature of value framework, he did not expand on specific consumer behavior issues via use of the selected value set.
In an interdisciplinary analysis of personal values, Clawson and Vinson (1978) suggest that Values may prove to be one of the most powerful explanations of, and influences on, consumer behavior. They can perhaps equal or surpass the contributions of other major constructs including attitudes, product attributes, degrees of deliberating, product classification, and life style (p. 396). This gap in research allowed and somewhat begged of further research in this specific area.
In 1983 Kahle introduced the List of Values (LOV) model. The LOV model focuses primarily on values; however LOV groups consumers in specific sub sets and relates more to daily life and consumer behavior. Kahle also defines terminal values as the innermost level of abstractness on the means to end chain (Kamakura 1992). Its main focus is the motivations that drive beliefs, attitudes and behaviors of different population segments.
Terminal values and motivation are both vital aspects of understanding values and the formulation of a value system; yet there are many other dimensions associated with assessing values amongst individuals. Kahle List of Values (1983) are as follows:
|
|
|
|
|
|
|
|
|
This list was further revised by segmenting each list item into four dimensions; external, enjoyment/ excitement, achievement and egocentrism (Watkins 2005).
Although all of the previous models have been well accepted in academia, none of these focused on children specifically. Other factors are still important to understanding their consumption values. Research has shown that personality and genetics also play a part in development of a value system. Yet, before one attempts to demonstrate a relationship between personality theory and values, it is necessary to give some consideration to delineating what personality encompasses (Kahle, p.227). Personality theory may be categorized into three separate groups; individual personality theory, which are general comprehensive theories that integrate various aspects of behavior into a single theoretical framework, Single-trait theory which focuses on a specific personality trait of an individual and attempts to explain behavior based from understanding that trait (Kahle 1983). And lastly, social-personality theory which observes interaction of the person and situations and allows for environmental observation. Both individual and single trait theories focus heavily on intrapsychic processes and individual differences; making these models the most descriptive in providing understanding to the development of values.
Not long after LOV began to be widely accepted and used in various disciplines, Schwartz (1992) introduced Value Theory, which attempts outline the most common features of defining a set of values.
Value Theory is a motivational focused model that attempts to incorporate 10 basic characteristics that are able to be applied to practically all cultures. Example constructs of this model include achievement and tradition. Achievement is defined as a self-fulfilling value of personal success based on societal standards. A sense of achievement may differ amongst individuals in the same culture; however, it is still a self measurement of success. Tradition is another value construct. This construct is a moral and ethical part of the model. Tradition believes in respect, commitment and acceptance of culture and religion. These motivational goals assist in the development of values. They are as follows:
|
|
|
|
|
|
|
|
|
|
The core of Schwartz (1992) Value Theory looks at motivation, and although it provides clear steps associated with the development of cross-cultural values, it does not shed light on all types of values.
The final theoretical model is Social Learning Theory. This theory addresses the media influence and outside stimuli research question. Social learning theory looks at development of attitude and source of influence. The source of influence is commonly referred to as socialization agents who transmit norms, attitudes, motivations and behavior to the learner; and occur during interaction with these agents in various social settings (O’Keefe, 1972). The learner may acquire cognations and behaviors from the agent through the process of modeling (imitation of agent’s behavior), reinforcement (reward or punishment of behavior) and social interaction (a combination of both modeling and reinforcement). Social setting, also referred to as social structural variables (social class, sex and family size) are also very important to the learning process and have been used as control variables for past studies (Moschis 1978).
As outlined in my literature review, few models have attempted to define or develop a framework that explores the development of a value system and the gradual change in values amongst children. In my study, the dependent variables will be screen media (television, internet and demographic factors of the respondents). Independent variables consist of the methodology and the household practice. The strength of the survey will be the flexibility to associate specific media usage characteristics of each family with specific behavioral and attitude characteristics in an educational environment. Potential weaknesses in formulation of my theory may be the age of respondents and the subjective nature of defining educational vs. social in regard to how and why the media is being consumed. For example a child could say that they listen to the radio while doing homework because it helps them focus better.
- ________________________________________________________________________________________________________
Qualitative Research will be preformed by use of questioners which will be given by trained coder.
- First, there will be a short survey for parents or guardians that will establish socioeconomic components (i.e., Age, race, education, and income). Each parent will be given a unique number to protect their identity and privacy
- Next, there will be a “screen media usage” survey given to the parent or guardian and to the child. The surveys will have similar questions and are important for establishing amount of screen media consumed in the home during the work week (Monday- Friday). In addition, there will be a 5 question survey that will establish how information is acquired in the home. The total number of questions asked of parents and child, will be 26 questions (see figure 4 & 5).
- Finally, the answers will be compiled in SPSS and calculated based on amount of media consumed, the type of media consumed and the academic performance of each child in comparison to their media usage.
It is important to understand the screen media usage of the parents in order to evaluate the overall relative perceived value placed on screen media in the home.
- ________________________________________________________________________________________________________
Sample Survey #1
Child Idiosyncratic Consumption Values (CICV)
SAMPLE: Parent Survey
Parent Unique Number: 001
First Name: _______________________ Last Name: ________________________1. Age:
18-23 24-29 30-35 36-41 42 and Up
2. Race:
African American Angelo (Caucasian) American3. Approx. Annual Income:
$0-$19,999 $20,000- 29,999 $30,000- $45,999 $46,000 and above4. Highest Degree Completed:
High School Associates Degree Undergraduate (i.e., 4 years of college)
Graduate Degree (i.e., Masters, PhD, or M.D.)5. Your total Screen Media Usage per week (Screen media is any media that requires the use of a screen, (i.e., computer, television, ipod, cell phone) :
0- 2 hours per week 3 - 6 hours per week 7-9 hours per week
10 hours or more6. Your childs total Screen Media Usage per week (Screen media is any media that requires the use of a screen, (i.e., computer, television, ipod, cell phone) :
0- 2 hours per week 3 - 6 hours per week 7-9 hours per week
10 hours or more
Sample Survey #2
CICV questioner for Screen Media Usage amongst Children age 5-10
Respondent Number: _____ Respondent Parent Number ___
Respondent Age (Circle one) 5 6 7 8 9 10
Respondent Race (circle one) Caucasian or African American
1. Amount of time spent Watching Television Monday - Friday
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more1B. Amount of time spent Watching Television Monday – Friday for Entertainment (For Fun)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more1C. Amount of time spent Watching Television Monday – Friday for Educational Purposes (For School)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more2. Amount of time spent Listening to Music out of the car (i.e., ipod, radio, computer radio etc) Monday - Friday
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more2B. Amount of time spent Listening to Music out of the car (i.e., ipod, radio, computer radio etc) Monday – Friday for Entertainment (For Fun)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more2C. Amount of time spent Listening to Music out of the car (i.e., ipod, radio, computer radio etc) Monday – Friday for Educational Purposes (For School)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more3. Amount of time spent Reading Monday - Friday
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more3B. Amount of time spent Reading Monday – Friday for Entertainment (Fun)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more3C. Amount of time spent Reading Monday – Friday for Educational Purposes (For School)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more4. Amount of time spent using the Internet Monday - Friday
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more4B. Amount of time spent on the Internet Monday – Friday for Entertainment (Fun)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more4C. Amount of time spent on the Internet Monday – Friday for Educational Purposes (For School)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more5. Amount of time spent Talking on the Phone Monday - Friday
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more5B. Amount of time spent Talking on the Phone Monday – Friday for Entertainment (Fun)
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more5C. Amount of time spent Talking on the Phone Monday – Friday for Educational Purposes.
30 minutes - 1 hour 1 hour – 3 hours 3 hours- 5 hours 5 hours or more
Sample Survey #3
(CICV) Acquiring Information
When you want the answer to a homework question, you most often:
Ask a parent
Search the Internet
Look in a book
Ask a FriendWhen you have a question about how to use something (i.e., play a game, build something), you most often:
Ask a parent
Search the Internet
Look in a book
Ask a FriendWhen you want to gather information (i.e. celebrity news, local or international news, new product release), you most often:
Ask a parent
Search the Internet
Look in a book
Ask a FriendWhen you have a question about your homework, you most often:
Ask a parent
Search the Internet
Look in a book
Ask a FriendWhen you need advice, you most often:
Ask a parent
Search the Internet
Look in a book
Ask a FriendThank you for your Time!
Go Back
Next
- ________________________________________________________________________________________________________
Clawson, C.J. and Donald E. Vinson (1978), "Human Values: An Historical and Interdisciplinary Analysis," in Contributions to Consumer Research V, ed. H. Keith Hunt, Chicago: Association for Consumer Research, 396-402.
Fromn, E. “The Art of Loving”. New York: Harper & Row, 1956.
Jenkins, Henry (2005).”Media Literacy Begins at Home,” Technology Review Online
http://www.technologyreview.com/read_article.aspx?id=13422&ch=infotechKahle, L.R. (1983). “Social Values and Social Change”, Praeger, New York, NY
Kamakura, W.A. and Nokak, T.P. (1992) “Value System Segmentation: Exploring the Meaning of LOV, Journal of Consumer Research,” Vol. 19, No 1, pp. 119-132
Moschis, George P. (1978) “Consumer Socialization: A Theoretical and Empirical Analysis” Journal of Marketing Research, Vol. 15, No. 4
O’Keefe, Garret J. “The Socialization Perspective and Communication Behavior,” Current Perspectives n Mass Communication Research, Beverly Hills, California,Stage Publications 1972
Rainie, Lee (2006) Pew Internet and American Life “How the Internet is Changing Consumer Behavior and Expectations”, Speech to SOCAP Symposium.
Rokeach, M (1973). “The Nature of Human Values”, The Free Press, New York, NY.,.Schwartz, S.H. (1992). “Universals in the Content and Structure of Values: Theory and Empirical Tests in 20 Countries,” In M. Zanna (Ed). Advances in experimental social psychology(Vol. 25)(pp. 1-65). New York: Academic Press
Schwartz, S.H. (2005). “Basic Human Values: Theory, Methods and Application,”Revue Francaise de Sociologie
Simons, J.A et al. “The Search for Understanding,” West Publishing Company, New York, 1987
Watkins, L. and Jnoth, J. (2005) “Mythological Issues with Using Kahle’s List of Values Scale for Japanese Tourism Vacations” Journal of Vacation Marketing Vol. 11, No.3, p.225-233
Go Back
Next
- ________________________________________________________________________________________________________
