• 대한가정학회지
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• 제40권12호
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• pp.13-29
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• 2002

The scholastic consumer education program in Japan was adopted after world war Ⅱ. And so far, based on home economics class at school, the program has undergone seven times modification with “A course of study(learning coaching guide). Now the main objective with the consumer education program, initiated from ‘purchasing skill’ and ‘information offer’, has been shifted to the direction of stressing the ‘reasonable decision making’ and ‘invocation of consumer recognition’. The concrete operation of the scholastic consumer education program in Japan was managed and operated to the direction of urging the student to think independently and self-motivated and provoking the power of thinking, while utilizing daily works closely to routine life as educational materials and subjects. The investigations on Japanese scholastic consumer education program which have been developing and accumulating concrete instances and know-how's of scholastic consumer education program are considered to be still suggestive, and we may conclude it's necessary for both of Korea and Japan to interchange necessary experiences and ideas on this field with each other.

• 한국생활과학회지
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• 제23권1호
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• pp.63-84
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• 2014

This study examined the contents of 'Adolescent's Consumption Life' unit in 12 Technology Home Economics textbooks used in the 2009 revised curriculum to analyze the contents of school consumer education. The main summary of this study is as follows: First, the contents of consumer education in the unit of 'Adolescent's Consumption Life' consisted of five criteria including the understanding of adolescent consumer, consumer's right and responsibility, reasonable purchase, resolution to consumer problems, and the formation of new consumption culture. Second, significant differences were found in the contents of consumer education among textbooks because basic concepts have been not been clearly defined yet. Third, essential content was either omitted or hard to understand. Thus, some contents elaborations were inappropriate for students' level. Fourth, there were some limitations in drawing interest and attention from learners and developing dispute resolution competence, since the textbooks mainly comprised the theory-oriented contents of consumer education. Fifth, cautious consideration needs to be taken with regards to clear understanding of basic concepts and systematic and consistent contents composition for coherent and organized school consumer education. These research findings are anticipated to provide basic information of Technology Home Economics textbooks to teachers, and will be utilized as basic data in organizing textbook contents or developing efficient teaching-learning programs for consumer education.

• 가정과삶의질연구
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• 제28권3호
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• pp.27-41
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• 2010

In this study, based on the current curriculum of consumer education in high school with the advent of Web 2.0 age, I analyzed both the curriculum used by new information tools related with Web 2.0 age and the one used by traditional tools to find out the degree of necessity of consumer education for the high school students in proportion to the level of their informational ability. First, compared with the education of food, clothes and shelter in the curriculum of manual training and domestic science, the necessity, importance, and availability were low and the students had a lower level of interest than they had with the three factors mentioned above. Second, after dividing the sector of consumer education in the curriculum into three fields such as reasonable purchase and use, solution and prevention of consumer problems and forming a new consumer trend, I looked into the necessity of the teaching method using conventional tools and the one using new informational tools following Web 2.0 age respectively. Traditional tools were favored for the education of consumption-related laws and policies, consumers' rights for the general cause of consumer problem solving and preventing. For the generation of the new comsumer trend, the new information tools were preferred in the appreciation of consuming culture and the issues of consuming environment. Third, it was revealed that students' level of informational ethics was the highest at 5.55 while their level of information creation and processing was the lowest at 3.96 from the research of six categories of their informational ability.

• 한국가정과교육학회지
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• 제12권2호
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• pp.15-28
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• 2000

The purpose of this study were to identify consumer educational needs of elementary school teachers and to analyze the factors affecting it. The data for the analysis were collected by structured questionaires and consisted of 253 elementary school teachers living in Taegu city. The descriptive statistics, t-test and one way ANOVA with Scheffee test were used to analyse the data. The following is summary of major findings. 1. Teachers though that the topics related to environment protection and consumption value were the most important in the consumer education of elementary school among the five topics. These topics were also very emphasized in the current elementary school curriculum. The topics related to consumer citizenship and buying were ranked as the highest scores of the educational needs of teachers. Therefore these topics should be emphasized in the future consumer education curriculum of elementary school. 2. The age, sex and period of educational career of teacher. teacher’s perception of student’s and teacher’s interests about consumer education and teacher’s wants of on-the job traing were found to be the factors affecting consumer educational needs of elementary teachers.

• 가정과삶의질연구
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• 제13권4호
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• pp.181-198
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• 1995

The purpose of this was to identify the level of adolescent consumers' knowledge consumer attitudes and consumer needs toward market opening and to investigate the influencing variables Data have been collected through questonnaires with 929 middle school high school university students residents of Seoul The major findings are : 1) The average score of consumer knowledge about market opening was 5.26 on the scale of 1-10 2) Consumer attitudes toward market opening were some positive and differed significantly according to grade sex foreign travel experience economic status comsumer knowledge about market opening. 3) The level of consumer education needs was so high and consumer education needs differed significantly according to grade sex consumer knowledge and consumer attitudes toward market opening. 4) Adolescent consumer needs for government consumer business role were so high and the business role was considered most important.

• 한국가정과교육학회지
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• 제30권2호
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• pp.1-20
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• 2018

본 연구의 목적은 가정교과의 소비자교육이 중학생의 소비자역량 발달에 미치는 효과를 알아보는데 있다. 이에 단일집단 사전·사후 유사 실험 설계를 사용하여 경기도 소재의 중학교 1학년 7개 학급 남녀학생을 대상으로 가정교과에서 소비자교육을 실시한 후, 그 효과를 검증하였다. PASW 18.0 프로그램을 사용하여 신뢰도 검증, 대응표본 t검증, 다중회귀 분석을 한 결과는 다음과 같다. 첫째, 중학교 신입생의 인지적 소비자역량은 100점 만점에 37.66으로 중간보다 낮았고, 실천적 소비자역량은 5점 만점에 3.26으로 중간보다 높았다. 인지적 소비자역량은 시민역량(M=39.97)이 거래역량(M=36.15)보다 높았고, 실천적 소비자역량은 거래역량(M=3.32)이 시민역량(M=3.16)보다 높게 나타났다. 둘째, 중학생은 가정교과에서 소비자교육을 받고 난 후에, 인지적·실천적 소비자역량(거래, 시민) 모두 통계적으로 유의하게 향상되었다. 특히 가정과수업을 통한 소비자교육은 인지적인 측면에서는 구매의사 결정력과 소비자권리 주장력을 향상시키고, 실천적인 측면에서는 정보이해·활용력과 소비자권리 주장력을 크게 향상시키며, 가정과교육의 도움 정도에 대한 인식과 생활만족도도 유의하게 향상시키는 효과가 있었다. 셋째, 중학생의 실천적 소비자역량(거래, 시민)은 가정과교육내용이 실제 생활에 도움이 된다고 인식할수록, 인지적 소비자 시민역량이 높을수록, 소비자 거래 또는 시민 영역이 중요하다고 인식할수록 높게 나타났다. 하지만 성별과 생활만족도, 인지적 소비자 거래역량은 통계적으로 유의한 영향을 미치지 않았다. 결론적으로 가정과수업을 통한 소비자교육은 중학생의 인지적 소비자역량과 실천적 소비자역량을 향상시키는데 매우 효과가 있는 것으로 확인되었으며, 후속 연구를 위해 소비자역량 척도, 소비자역량 연구, 가정과교육의 소비자역량 강화 측면에서 제언하였다.

• Human Ecology Research
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• 제56권6호
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• pp.507-525
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• 2018

This study examines the consumer empowerment index for Chinese elderly consumers, the impact of socio-demographic variables, exposure to mass media, and communication about consumption on consumer empowerment. The consumer empowerment index is composed of three factors: consumer knowledge, consumer attitude, and consumer skill. Data were collected from 301 Chinese elderly consumers aged 60 to 80 years old via a professional online survey firm. The findings of the analysis were described using frequency, t-test, ANOVA, and multiple regression analysis. The results are as follows. First, the average of consumer knowledge was 35.69 points out of 100, consumer skill was 65.71 points, and consumer attitude was 68.87 points. Second, socio-demographic variables indicated that education level, previous occupation, type of residence and communication about consumption impact consumer empowerment. Elderly consumers with higher education had higher consumer attitudes and better overall consumer empowerment than those with lower education. Consumers who were self-employed workers had higher consumer skills than those of technical or service workers. Elderly consumers who live alone had higher consumer skills than those who live in a nursing home. Third, according to communication about consumption, family communication is positively associated with consumer attitudes, skills and overall empowerment, while friend communication is positively associated with consumer attitudes and overall empowerment. The findings of this study are useful in developing guidelines that help the government make consumer education systems for the elderly who want to improve consumer empowerment levels evenly among these factors.

• International Journal of Human Ecology
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• 제4권2호
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• pp.15-25
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• 2003

This study provides references to reduce consumer dissatisfaction by identifying the level of consumer dissatisfaction after the purchase and use of imported famous brand goods. In addition, it was aimed to provide basic materials for consumer education programs that will induce the rational consumption of imported famous brand goods. The survey was conducted on females in their 20s and 30s. A total of 483 questionnaires were used for the analysis. The results were as follows：(1) Consumer dissatisfaction with the purchase and use of imported famous brand goods showed a slightly higher level than the median and, (2) consumers had a lower level of consumer dissatisfaction when they had a higher ability to use internet information, greater financial stress, a higher educational level, and a greater availability of consumer education through newspapers and magazines. Additionally, consumers had a higher level of consumer dissatisfaction when they had greater holdings of imported famous brand goods, greater monthly income, and more experiences with overseas travel.

• 한국생활과학회지
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• 제13권4호
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• pp.581-598
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• 2004

The purpose of this study is to analyze the conspicuous consumption propensity of middle schoolers and to develop effective consumer education programs which help improve consumer socialization. Empirical data were collected by using a questionnaire for 500 middle schoolers who reside in the city of Daegu. The results of this study are as follows: First, significant differences in materialistic propensity can be found. It results from the difference in parents' educational background, amount of monthly pocket money, influence of mass media and friends, and the consumer education hosted by schools. Second, significant differences in the conspicuous consumption propensity can be found. It comes from the difference in materialistic propensity and control of purchasing behaviors. Third, the variables affecting the middle schoolers' propensity of conspicuous consumption include influence of mass media and friends, control of purchasing behaviors, influence of materialistic propensity, amount of monthly pocket money, and mother's educational background. Lastly, this study helps develop consumer education programs for the teenagers. The program should use statistics data, Internet, presentation materials, putting higher priority on experience activities, survey, analysis, discussion, and presentation rather than theoretical education.

• 대한지역사회영양학회지
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• 제24권5호
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• pp.363-373
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• 2019

Objectives: This study examined the effects of dietary education experience (home, school, and mass media) on food consumer information literacy. Methods: The study subjects were 454 adult consumers who answered a structured questionnaire. The questionnaires addressed the subjects' demographics, dietary education experience (home, school, and mass media), and food consumer information literacy. The data were analyzed through frequency analysis, mean, standard deviation, t-test, ANOVA, Pearson's correlation, and multiple regression analysis using SPSS Win 24.0. Results: First, the scores of mass media education experience were 3.41 ± 0.64, which was the highest, and 3.15 ± 0.74 for school education experience, which was the lowest. Second, the level of sub-literacies (task definition, information seeking strategy, location and access, use of information, synthesis, and evaluation) showed scores of 3.20 ± 0.72 ~ 3.47 ± 0.68, which were slightly higher than the median. The synthesis literacy was the highest, as opposed to the information seeking strategy literacy, which was the lowest. The location and access and synthesis literacy were higher in women. Third, a significant positive(+) relationship was observed between all sub-literacies and each of three dietary education experiences (home, school and mass media). According to multiple regression analysis, the major variables influencing the sub-literacies of food consumer information literacy were home education, mass media, and school education in that order. Conclusions: The dietary education experience was the highest through mass media. The factor that showed the highest food consumer information literacy was synthesis. The factors influencing the food consumer information literacy were dietary education experience through home, school, and mass media.