Modelling Children's Buying Literacy

该项目旨在系统地分析（学校）儿童的购买能力，购买行为和购买决策过程，以及在测试有关购买能力的结构假设。这应导致查明儿童在哪些领域表现出缺陷，需要在市场上得到保护或支持。为了实现这一目标，声明和程序的技能，是很重要的主管购买决定的儿童进行了确定和儿童面临的挑战时，做他们的购物进行了分析。这些研究结果被纳入知识问题的开发和基于计算机的现实购买模拟。书面知识问题有助于收集知识和理解与购买决策相关的基本概念。除此之外，还收集了可以假设对胜任的购买行为有影响的动机变量。模拟记录称职的行为在一个接近现实的购买situationby分配现实的任务.在试点研究成功修订内容后，该工具将应用于主要研究中更广泛的样本。本研究的结果将从以下三个方面丰富和丰富以往的研究：（1）分析模拟消费情境中陈述性知识和决策行为的维度内部结构，从而更详细地描述购买能力的结构。(2)同时，首次从认知、自我调节和意动三个方面系统地描述了8 - 10岁学龄儿童购买能力的发展程度。（3）考察了相关动机变量如自我控制能力和展望未来能力的影响。此外，与开发的工具，一种方法验证的行为措施记录的购买能力的儿童是在研究界的处置第一次。

The proposed project aims at systematically analyzing the purchasing competence, purchasing behavior and the purchasing decision-making processes of (school) children as well as at testing hypotheses concerning the structure of the purchasing competence. This should lead to an identification of fields in which children displaydeficits where they require protection or support in the market. In order to achieve this, the declarative and procedural skills that are important for competent purchasing decisions of children are determined and challenges children are confronted with when doing their shopping are analyzed. These findings are incorporated into the development of knowledge questions and a computer-based realisticpurchase simulation. The written knowledge questions serve the gathering of the knowledge and the understanding of fundamental concepts that are relevant for purchasing decisions. In addition to this,motivational variables that can be assumed to have an effect on competent purchasing behavior are collected. The simulation records competent behavior in a close to reality purchase situationby assigning realistic tasks. This instrument will be applied to a more extensive sample in a main study after a successful revision of the contents by a pilot study. Thus, the previous research in this field is enriched by three aspects: The results will (1) analyze the dimensional internal structure of declarative knowledge and decision-making behavior in simulated consumption situations and will in this way describe the structure of the construct purchasing competence in greater detail. (2) At the same time, the extent of the purchasingcompetence of schoolchildren between 8 and 10 is described systematically for the first time with regard to cognitive, self-regulative and conative aspects and (3) the impact of relevant motivational variables such as e.g. the ability of self-control and of looking to the future is examined. Furthermore, with the developed instrument a method validated by behavioral measures for the recording of the purchasing competence of children is at the research community's disposal for the first time.