STATUS CONSUMPTION AND IMPULSE BUYING: A COMPARATIVE ANALYSIS AMONG STUDENTS FROM PUBLIC EDUCATIONAL INSTITUTIONS
DOI:
https://doi.org/10.56238/revgeov16n5-299Keywords:
Status Consumption, Impulse Buying, Financial EducationAbstract
This study comparatively analyzes status consumption and impulse buying among students from public schools, a group situated in a context of socioeconomic vulnerability and strongly exposed to digital marketing. Based on a theoretical review of youth consumption, status, impulsivity, and socioeconomic context, a descriptive quantitative study was developed using non-probabilistic convenience sampling. Data were collected through a structured questionnaire composed of validated scales of status consumption, impulse buying, financial education, and sociodemographic variables. The analyses included descriptive statistics, group comparison tests, and regression models to identify the factors associated with each type of consumption behavior. The results indicate that status consumption is strongly related to the search for belonging, reputation, and peer recognition, being more intense among young people who are more exposed to consumption references on social media. In contrast, impulse buying was associated with lower financial planning, greater sensitivity to promotional stimuli, and weaknesses in financial literacy. Significant differences were observed among student subgroups, suggesting that gender, age group, family income, and type of course influence consumption patterns. It is concluded that financial education policies articulated with psychosocial interventions can contribute to mitigating dysfunctional consumption behaviors, promoting more conscious decisions aligned with the financial well-being of young people in public schools.
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