Product Purchase Behavior by Hair and Scalp Care Attitude in College Students

2020 ◽  
Vol 14 (1) ◽  
pp. 65-78
Author(s):  
Ji Hyun Kim ◽  
◽  
Mi Young Ham
First Monday ◽  
2017 ◽  
Vol 22 (5) ◽  
Author(s):  
Joshua Fogel ◽  
Mohit Kumar

The purpose of this paper is to study associations of variables with intentions to use an online restaurant review Web site and variables associated with purchase behavior at a restaurant after reading restaurant reviews. Participants were 613 college students who answered questions about demographics, trust, knowledge, and Internet experience. Hispanic and Asian/Asian American race/ethnicity, increased trust, and Internet experience variables were significantly associated with intentions. Intentions, knowledge about review fraud, and Internet experience variables were significantly associated with visiting and purchasing at restaurants. Restaurant managers should consider expanding their online presence by responding professionally to reviews.


2021 ◽  
Vol 2 (1) ◽  
pp. 38-39
Author(s):  
Lihua Yu ◽  
Eung-Soo Oh

College students are the main group of sports consumption in the future. Therefore, it is very important to understand the motivation of college students' sporting goods consumption and evaluate the importance and satisfaction of college students' purchase behavior of sporting goods. Currently, there are mainly three evaluation methods based on satisfaction, such as SERVQUAL model (service quality) proposed by Parasuraman A in 1985, the SERVPERF model (service performance) proposed by Cronin and Taylor in 1992, and the IPA (Important Performance Analysis) proposed by Martilla and James (1977). The IPA method used matrix coordinates to identify the important factors considered by consumers and the degree of consumer satisfaction with these factors, forming four quadrants of superiority, maintenance, improvement, and disadvantaged areas, thereby judging the elements that should be concentrated and prioritized for improvement. IPA analysis is widely used in many fields such as in tourism (Duke & Persia, 1996; Deng, 2007; Hudson et al., 2004; Oh, 2001; Wade & Eagles, 2003), in education (Alberty & Mihalik, 1989; Ortinau et al., 1989), in sports services (Kwon & Chung, 2018; Antonio Rial et al., 2008; Erjuan & Bingshu, 2016; Meng, 2018). Therefore, this article used the IPA analysis method to study 386 Chinese college students who participated in the consumption of sporting goods. The data were analyzed by frequency analysis, exploratory factor analysis, reliability analysis and Importance-Performance Analysis using SPSS. The results of this study were as follows. First, the motivation of college students' sports goods consumption is divided into three dimensions such as conspicuousness, practicality, and individuality. Among them, the conspicuous factor is related to student age, grade, monthly allowance, and brand awareness. Second, the pre-consumption importance and post-consumption satisfaction are divided into six dimensions such as environment, function, price, after-sales, design, and brand. Among the important dimensions considered before consumption, female believe that the consumption environment and product functions are more important than male. Compared with non-sports students, sports majors think brand is more important than normal brand. In terms of domestic and foreign brand recognition, LiNing and Nike are considered the most wanted brands. In the post-consumption satisfaction dimension, students are more satisfied with the environment, function, and brand. Third, pre-consumption importance and post-consumption satisfaction are statistically significant difference (p = 0.000). The IPA analysis showed that marketers should continue to maintain their product design advantages and focus on improving the convenience of after-sales service and consumer environmental sanitation conditions to better meet the needs of different college students.


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.


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