Purpose – This study provides a theoretical framework that explores the personality traits that influence style adoption among the youth in South Africa. Five personality traits form part of the framework, namely fashion consciousness, the need for uniqueness, susceptibility to interpersonal influence, individualism/collectivism, and masculinity/femininity. Methodology – A quantitative approach was undertaken and the data were collected by means of self-administered questionnaires among 400 university students. Established multi-item scales were adapted for the study, and a pilot test was used to confirm the validity of the multi-item scales and the correctness of the data-gathering procedure. Following the data gathering and coding, validity and reliability tests were carried out on the entire sample. A regression analysis was used to test the relationships between the constructs. Findings – The findings suggest that the dominant factors influencing style adoption are susceptibility to interpersonal influence and masculinity/femininity. Fashion consciousness, the need for uniqueness, individualism/collectivism and masculinity/femininity, influence the knowledge acquired of style. One’s attitude towards style is influenced by the need for uniqueness and masculinity/femininity. Research Limitations - The results of this study may not be appropriate for generalizing across the majority of youth culture in South Africa, and in a global context. However, understanding one segment of the youth may be beneficial to practitioners in South Africa, and may encourage exploration into other youth segments through continuous resampling and reassessment of difference ages and gender populations. Implications - By examining the youth and their sense of style, the study facilitates the possibility of consumer-behaviour research that not only includes style in a broad sense, but also explores post-modern and classic style expressions, thus providing a better understanding of modern youth culture in a local context, and the influence of their personality traits on style adoption.

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The purpose of this study was to investigate the choice behavior and achievement of male and female high school students who are given an option of taking a 36 week American History course in either a game-based format or a web-based format. It was hypothesized that (a) males would enroll more frequently in the game-based course than females, (b) there would be no significant difference in achievement between males and females in the game-based course or across course formats, and (c) there would be no significant interaction between gender and the selection of course format. The study consisted of a sample of 7,962 11th grade students who enrolled in American History during the 2009/2010 school year at the Florida Virtual School (FLVS). Students planning to take 11th grade American History at FLVS were given the choice of enrolling in a game-based class format or a standard web-based online class format. A chi-square test of independence was used to analyze enrollment rates. An independent t test was used to analyze achievement based on gender in the game-based course. A two-way factorial analysis of variance (ANOVA) was used to analyze achievement data based on gender across course formats, enrollment, and the interaction of gender and enrollment. The chi-square results indicated that there is a relationship between gender and enrollment. Males chose to enroll in the game-based format of the course more frequently than females and females chose to enroll in the web-based format of the course more frequently than males. The independent t test results indicated that there is no significant difference in achievement based on gender in the game-based course. The ANOVA results indicated that there are significant differences in achievement based on gender as well as enrollment, but there are no significant differences in achievement based on the interaction of gender and enrollment. Implications for researchers, teachers, administrators, game developers, and funders are provided.

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No description available.