exeter1 a cross cultural perspective on children’s understanding of commercial communications kara...
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exeter 1
A cross cultural perspective on children’s understanding of
commercial communications
Kara Chan, Hong Kong Baptist U
James U. McNeal, Peking UEconomic socialization conference
July 11-12, 2003
Exeter, UK
exeter 3
Why study Chinese children?
• 290 million Chinese children under 14 (population of UK: 59 million)
• One child policy since 1979• Children have great influence on family
purchase decisions• China has rapid economic growth: 8% per
year• Children in China is a huge market for global
advertisers
exeter 4
Advertising in China
• Modern advertising returned in 1979• Advertising development highly uneven:
Beijing, Shanghai and Guangdong accounted for 50% of advertising expenditure in 2001
• Children’s programme: About 8 hours per day, mainly in CCTV1 and CCTV7, few in regional channels
• television programme sponsorship was very common, even in weather forecast
exeter 5
…Advertising in China
• Many illegal ads (e.g. 66824 in 2000, among which 39% were illegal outdoor ads and 30% were illegal print ads)
• Lack of specific regulation of advertising that targeted to children
• Article 8 of advertising law, “Ad may not be harmful to the physical and mental health of minors and disabled persons”
exeter 6
A typical week of children’s program in May 2002
CCTV-1 571 TVC, 70% are adults’ ads
7 PSAs
Beijing TV-1
45 TVC, all are adults’ ads
27 PSAs
Nanjing TV-1
32 TVC, all are children’s ads
No PSAs
Chengdu TV-1
28 TVC, 25% are children’s ads
No PSAs
exeter 7
Theoretical model• consumer socialization as the process by
which consumers acquire the knowledge and skills necessary to operate as consumers (Ward, 1974)
• Socializing agents, a person or an organization that provides influence through frequent interaction with an individual, primacy over the individual or control over rewards and punishments given to the individual (Brim, 1966)
• parents, friends, TV as socializing agents
exeter 8
Understanding of Commercial
communications
Cognitive developmental
model
Social learning modelFrom parents
Social learning modelFrom TV
exeter 9
Research objectives
• To examine the relative contribution of the cognitive developmental model and the social learning model with a focus on TV and parents as socializing agents in the predicting of children’s understanding of commercial communications
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Social learning model from parents
• Socio-oriented communication (-)• Concept-oriented communication
(+)• Discussing TV commercials (+)• Co-viewing of TV (+)• Parents’ negative attitude (+)• Parents’ perceived influence (+)
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additional variables
• Gender (?)
• Social Economic status (+)
• Level of advertising development (+)
• Presence of PSAs (-)
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Method• Survey of 1,758 children in 3 urban cities
Beijing, Nanjing and Chengdu representing high, medium and low levels of advertising development, respectively
• Two schools for each city, randomly select one class in each grade (grade 1 to 6)
• Close-ended questionnaire• Grade 1-2, read Q&A to them by
researchers• Sample: 1751 (response rate: 99.6%)
exeter 16
Method• Survey of their parents by asking
children to bring home a questionnaire for mothers/fathers
• Sample: 1665 (response rate: 94.7%)
• Matched pair with children
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Procedure
• When we watch TV, some messages occur before and after the television program that are not related to the program. They are called commercials
• What are TV commercials?• What do TV commercials want you to do?• Why do TV stations broadcast
commercials?
exeter 18
What are TV commercials? (%)6-7 8-9 10-11 12-14 total
Funny messages
15 11 11 8 11
Take a break 37 31 26 20 28
Introduce products
29 25 21 28 25
Promote products*
16 29 41 43 34
Don’t know 2 4 1 2 2
exeter 19
What do TVC want you to do? (%)
6-7 8-9 10-11 12-14 total
Evaluate them 8 9 9 9 9
Check products
20 25 18 19 21
Tell parents* 34 27 21 16 24
buy products* 33 33 49 53 42
Don’t know 6 5 3 3 4
exeter 20
Why do stations broadcasts TVC? (%)6-7 8-9 10-11 12-14 total
Not to waste time
16 16 14 11 14
Help audience 9 12 10 12 11
Care for public 18 16 17 16 17
Subsidize prog* 13 16 17 22 17
Make money* 40 35 39 35 37
Don’t know 3 5 4 4 4
exeter 21
Understanding by age (%)
01020304050607080
what are TVC What TVC want youto do
Why stationsbroadcast TVC
A6-7 A8-9 A10-11 A12-14
exeter 22
Summary of logistic regression analyses
Model What are TVC?
What do TVC want you to do?
Why TV station b
TVC?Cognitive developmental model
R sq=0.037 (p<0.001)
R sq=0.004 (p<0.05)
R sq=0.001
(n.s.)
Social learning model from parents
Change in R sq=0.002 (n.s.)
Change in R sq=0.002 (n.s.)
Change in R sq=0.004 (n.s.)
Social learning model from TV
Change in R sq=0.008 (P<0.01)
Change in R sq=0.002 (n.s.)
Change in R sq=0.019 (p<0.001)
exeter 23
General findings
• Cognitive developmental model contributes more than social learning model
• Parents plays insignificant role in children’s understanding of commercial communication
• Attention to TVC has negative impact on understanding
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Additional variables in the logistic models
Model What are TVC?
What do TVC want you to do?
Why TV station b
TVC?
gender Girls 40% more likely to understand
Social economic status
Higher HH income, more likely to und.
Higher HH income and skilled occu, more likely to und.
Media environment
Presence of PSAs, less likely to und.
Change in R-square
0.02 (p<0.001) 0.007 (n.s.) 0.038 (p<0.001)
exeter 25
Why parents do not play an important role in consumer
socialization?• Parents grew up in period of material
shortage and did not have abundant consumer experience, they are incompetent consumers
• Parents not motivated to talk about consumption
• Parents and children too busy • Discussion about TV commercials:
emphasize on moral education
exeter 26
Future studies
• Focus group interview about sources of knowledge about TV commercials
• Experimental design to test the impact of PSAs on understanding of commercial and non-commercial communications
• Why children’s understanding deviates from the cognitive developmental model?