Understanding Fashion Consumers' Attitude and Behavioral Intention Toward Sustainable Fashion Products: Focus On Sustainable Knowledge Sources and Knowledge Types
Understanding Fashion Consumers' Attitude and Behavioral Intention Toward Sustainable Fashion Products: Focus On Sustainable Knowledge Sources and Knowledge Types
Understanding Fashion Consumers' Attitude and Behavioral Intention Toward Sustainable Fashion Products: Focus On Sustainable Knowledge Sources and Knowledge Types
Hyun Min Kong, Eunju Ko, Heeju Chae & Pekka Mattila
To cite this article: Hyun Min Kong, Eunju Ko, Heeju Chae & Pekka Mattila (2016)
Understanding fashion consumers’ attitude and behavioral intention toward sustainable
fashion products: Focus on sustainable knowledge sources and knowledge types, Journal of
Global Fashion Marketing, 7:2, 103-119, DOI: 10.1080/20932685.2015.1131435
Article views: 6
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Journal of Global Fashion Marketing, 2016
VOL. 7, NO. 2, 103–119
http://dx.doi.org/10.1080/20932685.2015.1131435
了解时尚消费者对可持续时尚产品的态度和行为意
图:关注可持续发展的知识来源和知识类型
时尚界面临的一个大问题是如何处理可持续性。考虑到供应链,
密集的资源使用和越来越短的产品生命周期的问题,时尚对环境
问题特别敏感。对研究人员和从业人员来说,其他的敏感话题是
社会性问题,如劳动工作条件和雇佣童工。与不断增加的对可持
续性的担忧形成对比的是,时尚企业和消费者对可持续发展概念
的理解并不是很明确。因此,对时尚企业的利益相关者的传播可
持续性发展的知识是有非常有必要的。本研究重点以消费者的角
度来调查目前韩国消费者关于可持续性知识的程度。需要明确哪
个可持续性知识来源对可持续发展的概念最具影响并且最重要,
这将有助于发展对可持续时尚产品的合适的态度和行为意图。
先前的研究强调,许多消费者都知道时尚对环境和社会的影响,
并愿意在他们的购买决策过程中对绿色和可持续产品给予更多的
关注。然而, 年龄范围在20到30岁的韩国消费者对时尚的可持续
性概念和知识了解有限。关于时尚的可持续性问题的知识需要传
递给公众,以说服时尚消费者去采纳更有可持续意识的态度和购
买行为。
为了找到最有效的可持续发展知识的来源,本研究使用三个主要
的知识来源;公共教育、同伴影响和企业营销信息。本研究主要探
讨韩国可持续发展的教育背景,同伴的影响和企业营销信息。韩国
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年轻人的购物意图似乎受到家庭成员和同伴的采购行为的影响,尤
其是对于个人的产品。最后,企业营销信息企业不断着力提醒消费
者去做有可持续发展意识的购买决策。知识是改变消费者的态度
的最有效因素,它是产生意识变化的催化剂。本研究的主要目的
是检验什么样的教育资源是对扩大消费者对可持续性知识和态
度的了解和改变他们对可持续时尚产品态度和购买行为的最有效
教育资源。本研究关注不同类型的教育行为对时尚消费的影响。
本研究的概念框架为韩国消费者的可持续消费行为提供了理论依
据。本研究对于教育和市场营销两个方面都有所助益。从学术的
角度,研究人员将拓展向时尚消费者扩散知识的方法。第二,时
装公司能够针对未来目标消费者制定.
1. Introduction
Sustainability has been recognized as a major concern worldwide, and this also increases
considerations regarding the challenges to business needs to be faced in the fashion industry.
Strategic marketing can be used to promise a value offering to customers for competitive
advantage (Varadarajan, 2010). In recent years fashion brands, consumers, researchers and
practitioners have turned increasing attention to sustainability in environmental and social
contexts (Kim, Taylor, Kim, & Lee, 2015; Song & Ko, 2014a). The fashion industry’s envi-
ronmental impact is very high during supply chain management and production processes
such as dyeing, drying and finishing, chemical usage and use of natural resources (De
Brito, Carbone, & Blanquart, 2008). Environmental threats are not temporary; in order to
implement viable initiatives and sustainability activities, fashion companies and fashion
consumers need to be educated about essential sustainability principles.
Knowledge can be a catalyst for changing attitudes (Arbuthnot, 2009) and can stimu-
late action. Previous research has discovered that environmental knowledge has a positive
relationship with environmental behavior, and also that knowledge is required for attitude
and behavior changes (Ernst & Spada, 1993). Although the fashion industry is becoming
increasingly concerned with the importance of sustainability, in general, Korean consumers
in their 20s to late 30s have little experience and knowledge of sustainability efforts. Fashion
companies are doing an insufficient job of encouraging consumers to have positive attitudes
and behavior toward environmental interests and concerns (Weller & Walter, 2008). The
“4/40 Gap” indicates that approximately 40% of consumers are open to the idea of buying
sustainable products, but only 4% actually act on this (Makower, 2006). This suggests that
Journal of Global Fashion Marketing 105
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different sources of education can help consumers understand the concept of sustainability
to help close the gap between attitude and behavior (Sung & Kincade, 2010; Song & Ko,
2014b).
The purposes of this study are as follows: (1) to examine the influence of sustainable
knowledge sources on different sustainable knowledge types; (2) to examine the influence
of sustainable knowledge types on sustainable consumer behavior. Therefore, this study
contributes to education and marketing aspects in two ways: (1) with these findings, aca-
demic researchers should be better able to develop strategies that companies can use to
educate their fashion consumers; (2) fashion companies can develop more effective business
strategies for targeting consumers through expanded understanding of fashion consumers’
attitude and behavioral intention toward sustainable fashion products.
Previous research into the major channels that consumers use to seek product informa-
tion indicates that they include public education, peer influence and corporate marketing
information about purchasing sustainable products (Mu, Lee, & Ryu, 2012). In addition,
factors effective on sustainable consumption consciousness derive from public education
and corporate marketing information on green consumption education (Mu et al., 2012),
and consumers who rate highly on social values are positively affected by peers (Yoon &
Yoon, 2013).
Public education curricula are designed to teach pro-environmental behaviors
(Arbuthnot, 2009) and describe ecological and social impacts (Haron, Paim, & Yahaya,
2005). Although education can do much to broaden the general respect for the environment,
education alone cannot be responsible for all external factors (UNESCO, 1997).
When children reach adolescence, they are increasingly affected by peer relationships
(Berndt, 1982). Peer influences commonly appear in the form of misbehavior and risky
behavior among adolescents (Berndt, 1982) and are often proposed as a factor in youth and
adolescent-based research. Peer influences have been shown to affect adolescent drug use
(Elliott, Huizinga, & Ageton, 1985), to determine social comparisons that affect smoking,
drinking, drug use and dating (Urberg, Degirmencioglu, & Pilgrim, 1997) and even to affect
purchase intentions (Lascu & Zinkhan, 1999).
The sustainable education approach is less well developed in comparison with public
education and corporate marketing information. Companies are recognizing that economic
growth has ecological and environmental costs and that they need strategies for pursu-
ing environmental sustainability goals and implementing sustainable practices (Klassen &
Vachon, 2003; Zhu & Sarkis, 2006). Corporations convey those values to consumers through
such means as company messages, logos and spokespersons (Schlegelmilch & Pollach, 2005).
The fact that consumers are beginning to acquire awareness regarding environmental sus-
tainability is creating additional pressures on companies to transform their business models
toward sustainable operations (Zhu & Sarkis, 2004). When consumers have more knowledge
on sustainable and environmental issues, awareness levels will increase, which may lead
to more favorable attitudes toward sustainable products (Aman, Harun, & Hussein, 2012).
consumers must be aware of which products are produced in eco-friendly ways (D’Souza,
Taghian, & Lamb, 2006). Factual knowledge that includes definitions, causes and conse-
quences must be distinguished from action-related knowledge (Schahn & Holzer, 1990),
which offers directions for possible action (Tanner & Wölfing Kast, 2003).
Procedural, effectiveness and social knowledge can influence ecological/sustainable
behavioral intentions, values and attitudes. Sustainable knowledge types are composed of
four different types – declarative knowledge, procedural knowledge, effectiveness knowledge
and social knowledge – which impact sustainable behaviors (Kaiser & Fuhrer, 2003). First,
declarative knowledge includes understandings regarding facts and the semantic structure
behind sustainability theory. Second, procedural knowledge, often called action knowledge,
is “how-to” knowledge that addresses possible actions, for example by increasing awareness
about recycling plans (Kaiser & Fuhrer, 2003). Third, effectiveness knowledge relates to
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potential cost benefits from energy efficiency and effectiveness (Gardner & Stern 1996).
Fourth, social knowledge involves understanding others’ “motives and intentions” (Ernst,
1994; Ernst & Spada, 1993). Social knowledge refers to actions in response to conventional
norms and needs for social approval (Kaiser & Fuhrer, 2003), while declarative and proce-
dural knowledge refer to factual knowledge and effectiveness and social knowledge refers
to action-related knowledge.
declarative method to teach facts and methods and focuses on pedagogical understandings
of basic information (Ennis, 1994). Educators must have factual understandings about
sustainability and expert conceptual information about natural interrelationships (Rojas-
Drummond, Hernández, Vélez, & Villagrán, 1998). Procedural knowledge shows how the
system works: self-regulatory and specific strategies, procedures, methods, skills, algorithms
and techniques (Brewer & Brewer, 2010), and groups with a similar background affect
consumers’ decisions. Peer group pressure influences social comparisons through setting
values, sharing knowledge, enhancing problem solving and increasing effectiveness (Zhuge,
2002). Effectiveness knowledge relates to cost benefits or potential, and social knowledge
relates to the motivations of others (Ernst, 1994; Ernst & Spada, 1993). Corporate mar-
keting information shows strong evidence of social responsibility which creates positive
reactions by social knowledge from consumers (Brown & Dacin, 1997). In addition, con-
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sumers positively relate to corporate marketing information that carries a strong sense of
social responsibility (Brown & Dacin, 1997). Based on the literature review, the following
hypotheses are developed.
H1: Sustainable knowledge sources will be positively related to sustainable knowledge types.
H1a, H1b: Public education will be positively related to sustainable knowledge types (declarative
knowledge [H1a], procedural knowledge [H1b]).
H1c, H1d: Peer influence will be positively related to sustainable knowledge types (effectiveness
knowledge [H1c], social knowledge [H1d]).
H1e, H1f: Corporate marketing information will be positively related to sustainable knowledge
types (effectiveness knowledge [H1e], social knowledge [H1f]).
In general, knowledge acts as counting one's attitude, relevance to one's beliefs and using
as experiences for future tasks (Kallgren & Wood, 1986). Declarative knowledge is used as
a precondition for attitude change (Kaiser & Fuhrer, 2003). Procedural knowledge shares
information to evaluate the ethical/environmental value of a product which has trust-
worthy sources of information. Therefore, consumers have an understanding of in-depth
consequences on the sustainable process in terms of attitude (Cervellon & Wernerfelt,
2012). Effectiveness knowledge is related to one’s behavioral decisions and attitude about
cost–benefit intentions (Kaiser & Fuhrer, 2003). Social knowledge is deeply associated with
social norms and one’s knowledge of shared social expectations (Kaiser & Fuhrer, 2003), and
is the form of social knowledge leading to the observation of one’s attitudes and behaviors.
Knowledge is associated with a greater influence on attitude toward sustainable fashion
products, which is why researchers are greatly concerned with it. Based on the literature
review, the following hypotheses are developed.
H2: Sustainable knowledge types (declarative knowledge [H2a], procedural knowledge [H2b],
effectiveness knowledge [H2c], social knowledge [H2d]) will be positively related to consumers’
attitude toward sustainable fashion products.
Attitude-relevant knowledge is useful for considering environment-related behavior
(Kallgren & Wood, 1986). This study supports the notion that precise beliefs are relevant
to an individual’s intention to capture knowledge (Bock, Zmud, Kim, & Lee, 2005; Lin, Ye,
& Bi, 2014). Declarative knowledge or information-based knowledge targets behaviors to
understand the environmental impact which leads to linear approaches in forming behavior
and motivators (Kollmuss & Agyeman, 2002). Procedural knowledge addresses conser-
vational goals and refers to behavioral intention and action (Ernst, 1994). Some findings
Journal of Global Fashion Marketing 109
indicate that procedural knowledge has a greater positive impact on ecological behavior
than declarative knowledge (Levenson, 1974).
Effectiveness knowledge has significant effects on behavioral decisions regarding cost–
benefit intentions and relative conservation effectiveness (Kaiser & Fuhrer, 2003). Different
types of knowledge have effects on attitude and intention regarding ecological behavior
(Kaiser & Fuhrer, 2003). Social knowledge relates to the motives and intentions of others,
or socially shared knowledge; when the consumer has social knowledge it consists of nor-
mative beliefs (Kaiser & Fuhrer, 2003). To define which knowledge type is most related to
actual sustainable behavioral intention among four different types of knowledge, based on
the literature review, the following hypotheses are developed.
H3: Sustainable knowledge types (declarative knowledge [H3a], procedural knowledge [H3b],
effectiveness knowledge [H3c], social knowledge [H3d]) will be positively related to consumers’
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3.2. Measurement
The questionnaires were organized based on scales used in previous literature. The study
compiled questionnaires from research regarding knowledge sources (Koo, Yoon, Cho, &
Noh, 2013), knowledge types (Kaiser & Fuhrer, 2003), attitude and behavioral intention
toward sustainable fashion (Huh, 1993; Jeon, Jung, & Oh, 2013; Jung & Oh, 2013). This
study used seven-point Likert scales from 1 (strongly disagree) to 7 (strongly agree) with
Exploratory Factor Analysis (EFA), Structural Equation Modeling (SEM), Confirmatory
Factor Analysis (CFA) and validity and reliability analysis by SPSS, AMOS 18.0.
4. Results
4.1. Demographic analysis
A total of 245 samples were collected from fashion consumers in South Korea. Participants
were in their early 20s to late 30s; 139 were in the age group 20–29 (51.7%) and 106 were
aged 30–39 (43.2%). Gender was almost equally distributed: 49.4% were men and 50.6%
were women. The sample displays a high level of education: the majority of respondents are
either community college graduates, attending university (n = 98, 40.0%), university gradu-
ates (n = 71, 29.0%), enrolled in graduate school (n = 18.8%) or graduate school graduates
(n = 23, 9.4%). Table 1 shows the demographic characteristics of the sample.
2 shows generally acceptable levels. Correlation matrix test was followed by confirmatory
factor analysis to assess the variables in research model. Table 3 shows AVE values that are
greater than the squared value of expected procedural and social knowledge values.
4.3. Results
The results of fashion consumers’ sustainability knowledge sources, knowledge types, atti-
tudes and behavioral intentions toward sustainable fashion products showed that the fit
was within the acceptable thresholds (χ² = 442.525, df = 234, χ²/df = 1.891, p < .001), GFI
= 0.871, AGFI = 0.835, RMSEA = 0.069, IFI = 0.925, TLI = 0.910, CFI = 0.923). The results
of the hypotheses are summarized in Table 4 .
H1 proposes that public education is positively related to declarative and procedural
knowledge. The results support H1a: public education affects declarative knowledge (β =
.653, p < .001), which indicates that declarative knowledge can help receivers distinguish
between declarative knowledge and personal attitudes. H1b, proposing that public educa-
tion is positively related to procedural knowledge, is not supported (β = .014, p < .830).
Procedural knowledge allows individuals to solve specific problems and tasks relevant to
a particular subject (Rojas-Drummond et al., 1998). However, public education did not
provide procedural knowledge; pre-defined concepts were memorized, rather than learning
how to apply the knowledge to real processes. H1c, which proposes that peer influence is
positively related to effectiveness knowledge, is not supported (β = −.015, p < .867). Peer
influence actually encourages desirable attitudes, knowledge, and behaviors as well as dis-
courages undesirable attitudes and behaviors (Advocate for Youth, 2008). H1d states that
peer influence is not positively related to social knowledge (β = −.174, p < .066). Compared
with public education and corporate marketing information, peer influence was not related
to social knowledge. H1e proposes that corporate marketing information is positively related
to effectiveness knowledge. The analysis of the relationship between corporate marketing
information and effectiveness knowledge (β = .562, p < .001) indicates that the level of
trust does affect an organization’s willingness to share knowledge (Huener, von Krough, &
Roos, 1998; Ko, Hwang, & Kim, 2013). H1f states that corporate marketing information,
via business strategy and social knowledge, is positively related to generating effective-
ness knowledge. H1f states that corporate marketing information is positively related to
Journal of Global Fashion Marketing 113
products (β = .460, p < .001). This leads to ecological behaviors, determined by what others
do, which leads to the creation of motives and observations for other behaviors (Ernst, 1994).
H3 proposes that different sustainable knowledge types are positively related to behavio-
ral intention toward sustainable fashion products. Declarative knowledge theory is a guide
with conceptual instruction to solve an absolute question, such as a mathematical equation,
that does not require physical action (Glasson, 1989). Therefore, H3a is classified as an
ineffective factor for influencing behavioral intention toward sustainable fashion products
(β = −.019, p < .834). H3b proposes that procedural knowledge influences attitude toward
sustainable fashion products (β = .271, p < .076). Although procedural knowledge is closer
to actual action than declarative knowledge, previous empirical research indicates that
declarative knowledge is more effective with regard to ecological behavior (Smith-Sebasto
& Fortner, 1994). For this study, neither declarative nor procedural knowledge (H3a and
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H3b) are supported. H3c proposes that effectiveness knowledge will be positively related
to behavioral intention toward sustainable fashion products (β = .003, p < .970). H3d states
that social knowledge will be positively related to behavioral intention toward sustainable
fashion products (β = .105, p < .372). Social knowledge can be shared socially and assumed
through common sense by observing others’ behavior (Ernst, 1994). H3c and H3d are not
supported.
H4 describes how positive Korean consumer attitude and behavioral intention toward
sustainable fashion products (β = .536, p < .001) are related. The relation of the two variables
shows significant impact. Therefore H4 is supported.
of corporations’ social activities (Park, Kim, Lee, & Ackerman, 2014). Corporate marketing
information shows that effectiveness knowledge and social knowledge positively influences
attitude toward sustainable fashion products. Consumers prefer knowledge which leads
to financial benefits and behavioral outcomes (Kaiser & Fuhrer, 2003). The results also
indicate that Korean consumers need to gain knowledge on environmental impacts of
fashion businesses through corporate marketing information, channel effectiveness and
social knowledge (Nam, Kim, & Noh, 2007). Lastly, attitudes toward sustainable fashion
products positively affect behavioral intention toward sustainable fashion products. Previous
studies show that a positive attitude toward sustainable fashion products is an important
starting point for sustainable consumption, in order to determine why a gap occurs between
consumers and sustainable consumption (Ajzen & Fishbein, 1980).
Second, the relationship between sustainability knowledge types and attitudes toward
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sustainable fashion products results shows that effectiveness and social knowledge have
positive effects on attitudes toward sustainable fashion products. Korean consumers are
affected by potential-based knowledge and social norms. This result shows that cultural
background may affect consumer knowledge. This supports the notion that Korean con-
sumers are impacted more by effectiveness and social knowledge on sustainable fashion
products (Kim, 2011).
The study examines sustainable knowledge sources, sustainability knowledge types and
sustainable consumer behavior toward sustainable fashion products. If consumers have more
knowledge of the concept, they will be more likely to engage in environmentally respon-
sible consumption (Birgelen, Semejin, & Keicher, 2009). The research results show that
consumers have a higher understanding of the accessibility of sustainable apparel if fashion
companies make efforts to spread knowledge on sustainability. This supports the results of
Kalafatis et al.’s (1999) research, which found that corporate green/sustainability market-
ing information is positively related to consumers’ attitudes and behavioral intentions. To
appeal to consumers to support sustainable fashion products, companies should provide
an action-based curriculum supported by accurate information to encourage purchasing
of sustainable products. Through the combination of education as a knowledge source and
corporate marketing information strategies, the concept of sustainability will become more
attractive to consumers and they will be more open to experiencing sustainable fashion
(Kim, 2015). Sustainability should be identified as a sequential concept, developed through
marketing and educational curricula.
By designing research aimed at different fashion consumer types, future studies can pro-
vide implications for marketers to effectively target consumers. Lastly, future research can
explore cross-cultural studies to compare the level of sustainability education and cultural
difference affecting consumers’ perceptions of sustainable consumer behavior toward sus-
tainable fashion products. Comparing advanced countries’ status on sustainable education
with that of an introductory-level country like Korea will give more generalizable results and
evidence of cultural effects on sustainable consumer behavior toward sustainable fashion
products.
Disclosure statement
No potential conflict of interest was reported by the authors.
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Funding
This work was supported by the National Research Foundation of Korea Grant funded by the Korean
Government (NRF-2015R1A2A2A04005218)
ORCID
Eunju Ko http://orcid.org/0000-0002-3130-5427
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