Methodology
A survey data collection method was used. Questionnaires were distributed to randomly selected classes offered in the College of Human Sciences of one large university in a southwestern state. From the total of 250 questionnaires that were distributed, 242 questionnaires were returned. The survey instrument included questions regarding debit card usage, credit card usage, attitudes toward credit, financial knowledge, demographic characteristics, and other personal finance attitude and behavior.
Attitude toward credit was measured with nine questions adapted from a study by Awh and Waters (1974). Each item was measured with a 4-point Likert-type-type scale that ranged from strongly agree (4) to strongly disagree (1). A summated index was created for use in the multivariate analyses. Those who had higher scores on the attitude toward credit scale were assumed to have a more positive credit attitude. Possible scores ranged from 9 to 36. The mean score for the respondents was 20.94. The reliability coefficient of the index was .8256 (Table 1).
In this study it was hypothesized that credit card possession and use is most likely influenced by four factors: (a) demographic characteristics (e.g., age, gender, marital status); (b) socioeconomic factors (e.g., income, education, and other indices of socioeconomic status); (c) background characteristics (e.g., life events, childhood experiences); and (d) psychological characteristics (e.g., locus of control, self-esteem, materialism)(Churaman, 1988; Davies & Lea, 1995; Tokunaga, 1993). A total of five demographic characteristics were examined: Age, gender, ethnic/racial background, marital status, and birth order. Age was measured at the interval level and considered to be a continuous variable. Gender, ethnic/racial background, marital status, and birth order were dummy coded. Those who were male, White/Caucasian, never married, or first and the only child were coded 1, otherwise, all other categories were 0.
Income, housing situation, employment status, and education were included as socioeconomic factors. Student personal income was measured with an interval scale, which ranged from none to above $10,000. Housing situation was dummy coded. Those who lived off-campus were coded 1 (78.5%), otherwise 0. Employment status was also dummy coded. Those who were employed either full or part-time were assigned 1, otherwise 0. Two education measures were used in this study: Academic level and academic major. Academic level was considered an interval level variable: (1) freshman, (2) sophomore, (3) junior, (4) senior, and (5) graduate student. Academic major was dummy coded. Those who were enrolled in a human sciences college (i.e., child development, family studies, food and nutrition, family and consumer sciences education, restaurant and hotel management, merchandising, family financial planning, and interior design) were assigned 1, otherwise 0.
As recommended in the college student credit card literature, parents' credit use was used as a family background measure. Students were asked to answer the following question using choices ranging from never (1) to always (4): "Did your parents use credit cards when you were young?" About half (45.9%) of the students said their parents used credit cards always or usually when they were young, while the remainder said sometimes or never. Parents' credit use and abuse was also measured. Those who answered that their parents had credit-related problems were assigned 1, otherwise 0. Slightly more than 28% of the students answered that their parents had at least one credit-related problem. One credit related variable (i.e., credit card ownership) was included as a background factor. Those who held credit card(s) were coded 1, otherwise 0.
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