Abstract:PostprintThis is the accepted version of a paper published in Young Consumers. This paper has been peerreviewed but does not include the final publisher proof-corrections or journal pagination.
Citation for the original published paper (version of record):Lundby, E. (2013) ''You can't buy friends, but . . . '' children' sperception of consumption and friendship.Young Consumers, 14(4): 360-374 http://dx
“…Perhaps reflecting this strength of public opinion the marketing literature often refers to children as vulnerable consumers as though this status were undisputed (e.g. Brusdal, 2007;Lundby, 2013).…”
“…Perhaps reflecting this strength of public opinion the marketing literature often refers to children as vulnerable consumers as though this status were undisputed (e.g. Brusdal, 2007;Lundby, 2013).…”
“…The considerable importance of ISM found in this study may be explained by the age of the children in the sample. At this age, the child is developing their understanding of financial concepts and may experience difficulties in making connections in a systematic manner (Berti and Bombi, 1988; Damay et al , 2015; De Clercq, 2009; Lundby, 2013; Leiser et al , 1990; Otto et al , 2006; Roos et al , 2005). The child may be confused about saving money; he has begun to learn that saving is good for him, but does not necessarily feel that saving is fun or fully understand the benefits to be gained from saving money (Friedline et al, 2011; Sherraden et al , 2011; Otto et al , 2006; Webley et al , 1991).…”
Section: Discussionmentioning
confidence: 99%
“…Various studies testify to an improvement in the financial consumer skills of the child as he grows older (De Clercq, 2009; Lundby, 2013; Leiser et al , 1990; Otto et al , 2006; Roedder and Whitney, 1986). From the age of three, the child begins to realize that money is used for payment, but has not yet formulated a clear system of rules and relations that tie together the different financial concepts.…”
Section: Financial Literacy and Young Peoplementioning
Purpose
This study aims to examine the role of involvement in saving money (ISM) to better understand children’s saving behavior and allow a deeper understanding of financial literacy processes among children. The emphasis on ISM is based on previous studies indicating the central role of involvement variables in information processing among young people.
Design/methodology/approach
The study is based on one-on-one interviews among 103 first-grade children. The interviews explored the relationship between the child’s ISM and substantial finance-related outcomes (attitudes toward saving money, intention to save money and saving behavior) and factors that might explain the child’s ISM (access to money, perceived importance of parental and peer attitudes toward saving money and actual parental and peer attitudes toward saving money).
Findings
Children with a high level of ISM expressed more positive attitudes toward saving, as well as more positive behavior with regard to saving. With respect to the factors that might explain the child’s level of ISM, two out of the three variables, namely, the perceived importance of parental and peer attitudes toward saving money and the child’s access to money, played a significant role in determining the child’s level of ISM.
Originality/value
This initial study demonstrates the importance of the involvement variable in the context of financial literacy and the need to investigate the child’s perceptions of, and motivation for, saving, with a focus on the child’s viewpoint.
“…In other circumstances, researchers must arrange with school professionals regarding when they are to lead any extra activities during school time. Nevertheless, other colleagues have reported successful studies in the school setting, leveraging existing school activities or conducting extra ones like interviews and focus groups (Nairn et al, 2008; Lundby, 2013). Figure 4.7 th Grade Poster for Class Exercise, Gama School.…”
Section: My Experience As a Par And Applying Children-centered Methodsmentioning
This article advances the methodological perspective toward studying children, articulating parent-as-researcher (PAR) and children as co-researchers to generate high levels of novel discovery, especially in sensitive subjects related to this vulnerable group. It also underscores the rich possibilities of this inquiry form in studying children, which goes beyond authenticity to reveal children’s multi-layered voices. Furthermore, the insiders’ approach to the PAR’s inquiry and the perspective of children as co-researchers enlighten new ways to engage young consumers in research, allowing broad and deep discussion of subjects’ matters in their own voices. Finally, a guideline for researchers interested in following it is provided. As the text explains, professional researchers can apply the approaches with some adjustments, and non-parent researchers can engage parent co-researchers.
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