Parents were chosen as the focus because, although they are not the only source influencing college students’ use of credit, they are important sources of information about matters such as credit. Their communication with their child has an important effect on the child’s consumer attitudes and activities. These mental conversations may precede or follow the actual interaction. The primary function of imagined interactions is to rehearse or review conversations. This study is the first to examine the frequency and pleasantness of imagined interactions college students report having with their parents about the college student’s credit card use. Imagined interactions can play either a positive or negative role in situations where students are having credit card or spending problems. If financial counselors and educators understand the nature of college students’ imagined interactions with their parents about credit and spending then programs can be developed to assist college students and their parents in developing more positive communication patterns. It is also important for college students and their parents to understand the students’ attitudes toward money and credit to better address the underlying attitudes potentially influencing their imagined interactions.
Purpose
The purpose of this study is to examine the relationship between attitudes about credit and money held by college students, the frequency and pleasantness of imagined interactions with parents, and the number of credit cards held by the student. Because parents are an important source of consumer socialization, how a college student feels about discussing credit and spending habits with his or her parents may have an important impact on their attitudes toward money and credit as well as their subsequent behaviors in those areas.
Credit Attitudes Research
College students’ attitudes toward credit were measured by Xiao et al. These researchers developed a Likert summated rating scale composed of a series of statements relating to credit cards. Fifteen of the statements related to feelings about credit cards (affective), ten statements dealt with knowledge (cognitive), and twelve statements related to usage of credit cards (behavioral). Xiao et al. findings indicated that college students had favorable attitudes towards credit. Of those surveyed, 82% of the students had favorable affective attitudes and 67% had favorable cognitive attitudes. However, 25% of the students had unfavorable behavioral attitudes, while only 20% have favorable attitudes. Two subsequent studies suggest many college students have fairly positive views toward credit cards, although these attitudes may become less positive over time. Hayhoe et al. (1999) found that students with no credit cards were more likely to score lower on the affective credit attitude than students with credit cards. Students with four or more credit cards were more likely to score higher on the cognitive credit attitude than students with one through three credit cards. In a follow-up with some of the students two years later, Hayhoe (2002) found that 40% had lower affective credit attitude scores and 35% had higher affective attitude scores. Those who had graduated had lower affective attitude scores. Yang and Lester (2001), using the modified scale developed by Hayhoe et al. (1999), found that students with high affective credit attitude scores were more likely to have more credit cards. This confirms the results of Hayhoe et al. (1999). Warwick and
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