Barbara L. Gross

Why we buy what we buy: A theory of consumption values

Abstract This article presents a theory developed to explain why consumers make the choices they do. The theory identifies five consumption values influencing consumer choice behavior. Three representative applications of the theory are illustrated pertaining to choices involving cigarette smoking. The illustrations examined include the choice to buy or not buy (or to use or not use) cigarettes, the choice of one type of cigarette over another, and the choice of one cigarette brand over another. Results of the operationalization of the theory suggest that it may be used to predict consumption behavior, as well as to describe and explain it.

My Instructor Made Me Do It: Task Characteristics of Procrastination:

Procrastination can have a negative effect on learning. Many previous studies have examined personality factors that contribute to procrastination. This study examines selected assignment characteristics controllable by the instructor that might influence student procrastination. Results found less procrastination on assignments that were perceived as interesting, that required students to use a variety of skills, for which students perceived social norms and rewards for starting promptly, and for which the instructor provided clear instructions. Procrastination was not affected by fear, deadline pressure from other assignments, or the degree to which the task was perceived as difficult or time consuming.

Instructor, Student, and Employer Perceptions on Preparing Marketing Students for Changing Business Landscapes

Undergraduate business students tend to focus on the past strategies of firms, with less thought given to anticipating and adjusting to marketplace changes. Although both educators and employers are concerned about this disconnect, little is known about the extent and form of efforts made by instructors to address it. Interviews with marketing instructors found most incorporating some future orientation into assignments. However, obstacles such as student sloth and time demands on both students and faculty were observed. Survey data collected from instructors, students, and employers found agreement that assignments designed to develop future-oriented thinking and prepare for marketplace change are important.

Instructor Feedback: How Much Do Students Really Want?:

Marketing students expect feedback on papers and assignments; and many professors expend much time and effort providing individualized and substantive comments in response to student work. Doing so is challenging and time consuming when faced with large class sizes, high student—faculty ratios, and communications-intensive courses. Furthermore, instructors observe that though students often express desire for feedback, some do not appear to use it. The results of this study suggest that when an instructor provides a lot of feedback, as opposed to a small amount of feedback on an assignment, students receive it negatively. The results also suggest that students respond no more positively than when offered no feedback comments at all. Results suggest that if an instructor wants students to be receptive to the feedback provided because they believe it is fair, because they like the instructor, or because they feel the instructor has a positive impression of them, the instructor should provide only a modest amount of feedback or a moderate number of clear and specific feedback comments. Alternatively, an instructor who wants to offer students a greater amount of feedback needs to allow them to revise and resubmit their assignments.

Is Time Pressure All Bad? Measuring the Relationship between Free Time Availability and Student Performance and Perceptions

This exploratory study examines the effects of perceived free time availability on perceptions of time pressure and time deprivation, on student performance, and on perceptions of university work. The effects of perceived time pressure, perceived time deprivation, and perceptions of university work on student emotions are also examined. The results suggest that students who report less free time perform better academically in terms of grade point average than do those with more reported free time. Further, those with less reported free time indicated more expectations for success in their future careers. Scarce free time had no negative effect on student enjoyment of courses or on liking of professors. However, perceived time pressure and time deprivation were associated with negative emotions.

How Many Choices Are Good? Measurement of the Effects of Course Choice on Perceptions of a Marketing Option.

This study examines the effects of amount of choice given students in selecting courses to complete a marketing minor, referred to as a marketing option. It examines how differing levels of choice can affect perceptions of, and feelings about, a marketing option. The course choice process is also explored. The impact of choice on students’ desire for the option depended on the level of interest in the courses available. Perceived value of the marketing option to employers and for students future careers was greatest when there was some choice, but not too much. Tests for emotional reactions supported the findings in that they also indicated that choice can be associated with diminishing returns, especially when the choices are not particularly interesting. The results of this study suggest that students do want choice, but within limits, and they do appear to place value on guidance and direction.

I Can Start That JME Manuscript Next Week, Can't I? The Task Characteristics Behind Why Faculty Procrastinate:

Procrastination can be a crucial factor inhibiting faculty success. Many important tasks, especially publications for promotion or tenure, are typically associated with deadlines that are far in the future. As a result, time management skills can make or break the success of new faculty. This study examines task characteristics of procrastination in faculty work. It extends work by Paden and Stell and Ackerman and Gross to the context of procrastination by faculty members. An online survey asked respondents to recall important projects they had recently completed. The results suggest that task characteristics influencing procrastination in starting and in completing tasks and projects are quite different. A wider variety of factors affected faculty member procrastination in completing tasks and projects than in starting them. These included departmental norms, competing deadline pressures, perceived difficulty of the task or project in question, and clarity about how to proceed.

Having Many Choice Options Seems Like a Great Idea, But . . .: Student Perceptions About the Level of Choice for a Project Topic in a Marketing Course

Many educators today emphasize student engagement and self-regulated learning, including giving students choices. However, research suggests that too much choice can have negative consequences such as feelings of stress and regret. An experimental design wherein students were offered different numbers of choice options when previewing, as in a syllabus or other course description, a major class project in a hypothetical Retailing Management course, examined the effects of within-course choice on perceptions of the course. The results indicate that, before they are required to engage in the course choices and make an actual decision, students prefer to have more choice. This is evidenced by their perceptions of the course’s desirability and value to their future careers, perceptions of the quality and fairness of the course instructor, and emotional reactions to the level of choice. However, when required to engage in the choice, students responded more positively to having fewer choices. Likewise, students not as interested in marketing responded more positively to having less choice. These results are more in line with findings from past research, showing that more choice can have a negative effect.

An exploratory investigation of college students' views of marketing internships

ABSTRACT The authors explore college students’ views of marketing internships. Students who completed a marketing internship (n = 279) were surveyed with a comprehensive questionnaire about their internship experiences, including what they liked and disliked, surprises, problems, and suggestions. Students also responded to 50 belief statements concerning their experiences during the internship, and attitude scales were developed. Although some of the internship literature indicates that employers may take advantage of students for free labor, our results showed that most students found the internship to be a rewarding and educational experience. Suggestions are offered on how business schools can improve the internship experience of business students

You Gave Me a B- ?! Self-Efficacy, Implicit Theories, and Student Reactions to Grades

Student reactions to grades can be unpredictable. Students may complain about grades, sometimes angrily, even when they receive a moderately high grade. This study looks at beliefs about the self as predictors of students’ reactions to an average grade received on a hypothetical assignment. It examines the effect of a student’s self-efficacy with regard to ability and performance on assignments, and the effect of a student’s implicit theory, whether the student holds a more fixed view or a more malleable view of academic ability and performance. Levels of self-efficacy (low to high) and implicit theories (more malleable view of abilities to more fixed views of abilities) are varied, with cumulative GPA included as well in regression analysis. Results show that a malleable view of abilities leads not only to lower levels of overall satisfaction with a grade but also less anger and likely influences students to strive to improve. Self-efficacy regarding the course has less of an impact than implicit theories about abilities, but students with higher overall GPAs liked the instructor less.