Level Of Subject Knowledge Research Articles

Correlates of subjective hepatitis C knowledge among clinical staff in US drug treatment programs

To describe the level of subjective hepatitis C virus (HCV) knowledge among clinical staffs included in methadone maintenance treatment programs and explore how different factors are correlated with their subjective knowledge. We conducted a cross-sectional survey among staffs from three methadone maintenance treatment organizations in the USA from 2013 to 2014. Using data from 102 clinical staffs (72.55% female and 27.45% male), we performed descriptive analysis and linear regression models with and without adjusting for staff social demographics, HCV-related factors, and program-related characteristics. Staffs included in treatment programs had a moderate level of subjective knowledge related to HCV. The mean knowledge score was 2.40 ± 0.82 (SD) out of 4.00. A higher level of subjective HCV knowledge was associated with higher awareness of HCV testing-related training, more learning resources, and more discussion of HCV-related topics during staff meetings. Other program-level factors associated with a higher level of subjective HCV knowledge included information sharing being encouraged in the facility and having a forum to meet with and learn from clients. Our findings highlight the need to improve subjective HCV knowledge among staffs included in methadone maintenance treatment programs. There is also a need for more comprehensive examination of factors at different levels associated with HCV knowledge among them.

Підручник з фізики для гімназії як засіб реалізації діяльнісного підходу

The article deals with the concept of a physics textbook for students of gymnasium as a means of implementing an activity approach in the context of competence and personality oriented ones. The combination of the three approaches is due to the fact that competence is a personal entity and can be considered as a resource of activity, and as its result. In our opinion, the functions and structure of a physics textbook for secondary school (gymnasium) should be different from the one in high school. This is due to the fact that students begin studying physics in adolescence. It is known that adolescence is considered a turning point and is characterized by a transition from childhood to adulthood. There are changes in the motivational, emotional, volitional, cognitive spheres of adolescents, as well as in the nature of their leading activities. Therefore, the organization of teaching physics in secondary school (gymnasium) should be aimed at ensuring a high level of motivation for learning; creation of conditions for the development of the emotional sphere; achievement of the basic level of subject knowledge and key competencies with the purpose of conscious choice of future education at the next level. Realization of these requirements in a textbook of physics for secondary school (gymnasium) requires a systematic approach to the development of its content and structure. First, the concept of a textbook should take into account the peculiarities of the three educational paradigms (competence, activity and personality oriented). Secondly, in the first cycle of studying physics, to create conditions for self-realization of students in the field of study (physics), which is impossible without knowing the cognitive tools, methods of problem solving, different types of activities. Thirdly, to aim at the achievement of the general goal of basic education, namely the development and socialization of students’ personalities, the formation of their general culture, ideological orientations, the development of individual peculiarities of the process of thinking and behavior, creative abilities, research and life skills, the ability to self-development and self-education in the conditions of global change and challenges. Finding the optimal relationships between the leading and auxiliary functions of a textbook is the most important task of the author, aimed at creating a comfortable information and activity environment for gymnasium students. The active function of a textbook is provided by the structural elements (headings, tasks, problem and life tasks) to create a positive motivation, interesting and intelligible presentation of the material, a system of practice-oriented tasks.

МЕТОДИКА ОРГАНИЗАЦИИ И ПРОВЕДЕНИЯ УРОКА ОБЖ (8 КЛАСС) ПО ФОРМИРОВАНИЮ СИСТЕМЫ ПОНЯТИЙ О ЧРЕЗВЫЧАЙНЫХ СИТУАЦИЯХ ТЕХНОГЕННОГО ХАРАКТЕРА СРЕДСТВАМИ НАГЛЯДНОГО МОДЕЛИРОВАНИЯ

The paper deals with the topical issue of formation of the system of concepts of the man-caused emergency situations during the classes when learning the course “Life Safety”. Within the current school education in the area of life safety, the concepts are more often presented to the students ready prepared that is reflected in the low level of subject knowledge of schoolchildren as the verbatim learning of the concepts does not promote the development of active thinking processes. At the same time, in the practice of subject training, the methodological recommendations on the application of active (interactive) methods and means of teaching when teaching the course “Life Safety” allowing updating and intensifying the educational process and thus involving schoolchildren in the active cognitive activity are underrepresented. The main goal of the paper is to develop the technique of organizing and conducting a Life Safety lesson in the 8th grade using visual modeling means, the application of which is aimed at the formation of the high level of subject knowledge of schoolchildren due to the use of various graphical objects (signs, pictures, symbols, legend keys, etc.), color palettes, associations, threads, etc. Mental maps displaying the structure of the system of concepts, the interrelation of concepts and their genesis form the basis of visual modeling means in the proposed experimental technique. The paper presents the example of the developed experimental technique of a lesson with the application of visual modeling means (mental maps) when teaching the course “Life Safety” (the 8th grade). The author considers the Life Safety lesson plan-notes where he describes in detail the course of the Life Safety lesson as well as demonstrates the examples of formed mental maps visually displaying the system of concepts of man-caused emergency situations, in particular, the accidents with the release of accidentally chemically hazardous substances.

Variations in Primary Teachers’ Responses and Development during Three Major Science In- Service Programmes

This paper reports on how different types of teachers responded to in-service aimed at developing investigative-based science education (IBSE) in primary schools, and the extent to which they applied their new skills in the classroom. Common items from evaluation questionnaires allowed data to be combined from three major in-service programmes. Using complete data sets from 120 teachers, cluster analysis enabled three teacher types to be identified: a small group of ‘science unsures’, with low attitude scores and little confidence, who showed no response to the innovation; ‘holistic improvers’, who showed the largest improvement in science teaching confidence; and ‘high level, positive progressives’, who were very positive to science teaching throughout and showed gains in confidence in teachingphysics and chemistry, as well as in demonstrating the relevance of science to their pupils. Taking account of these teacher types alongside interviews and observations, nine developmental stages in how teachers apply their new expertise in the classroom and the whole school are suggested. Major factors influencing application in the classroom are the teachers’ initial science knowledge and pedagogical expertise, and motivating feedback to teachers when pupils responded positively to the innovation. Assessing teachers’ initial level of subject knowledge and science pedagogical expertise to inform the approach and amount of in-service provision is important. Subsequent mentoring as well as support from the school principal when teachers first try IBSE with pupils promotes successful implementationin the classroom.

How objective and subjective knowledge affect insurance choices

This study investigates the effect of objective knowledge (OK) and subjective knowledge (SK) on real-life insurance choices, a non-trivial, information-rich choice task with no dominant option. Prior research has shown that OK and SK tend to be correlated, but that is not always the case. By using a novel approach to manipulate SK—which could be adapted by salespeople in real-world contexts—we ensured that levels of SK and OK were not always in accord. Clear patterns emerged showing an inverse relationship between SK and OK, and the number of problem-framing (or structuring)-related statements made, number of overall information processing operations performed and the time spent to reach a decision. Most of the extra effort expended by low SK/low OK individuals was spent framing the problem, not executing decision rules such as making attribute comparisons. Those with high OK were also less prone to misunderstanding product information. Whether high or low SK/OK, there were no differences in final choices, suggesting that neither group jumped to a simplifying choice heuristic. Instead, those low in knowledge compensated for this deficiency by taking more time framing the problem and reaching a thoughtful decision, a decision strategy that weakens the effect of branding.

Understanding and Application of Learning Theory in UK-based Equestrians

ABSTRACTLearning in equines occurs through a predictable chain of stimulus–response–consequence processing. Whether the behavior persists will depend on the nature and timing of the consequence, whether it punishes or reinforces the response behavior. Knowledge and application of learning theory in UK-based equestrians was assessed by an online survey which probed three aspects of knowledge and understanding. Fifty-eight UK individuals (91% female) took part in the study and had an average of 12.4 years’ equestrian experience. Almost one-third (31%) described themselves as professional equestrians. A questionnaire was used to assess participants’ ability to identify and describe terminology associated with learning theory; self-report on their own knowledge and training methodology; and to express how they would respond in different training situations. Human-focused educational strategies were tested to assess their effectiveness and suitability for increasing understanding of learning theory. Professional equestrians expressed higher levels of subjective knowledge than amateurs (t(27) = –2.752, p = 0.018), with a moderate positive correlation between subjective knowledge and observer-scored knowledge (r = 0.443, p < 0.001). Professionals scored higher than amateurs on all questions asked, however a deficit of knowledge was observed across the board; in particular, in defining positive punishment (professional 38.8%, amateur 12.5% successful) and negative reinforcement (professional 33%, amateur 12.5% successful). Application of both an educational video and a leaflet increased respondents’ ability to correctly define terminology (Video t(8) = –4.07, p = 0.004: Leaflet t(12) = –5.02, p < 0.001). Improving understanding and application of learning theory in amateurs and professionals alike has the potential to improve equine welfare and training outcomes for both leisure and performance horses through reducing wastage attributed to behavioral problems or poor training.

First-time buyers' subjective knowledge and the attribute preferences of Chinese car buyers

This research focuses on the subjective knowledge of first time buyers (FTBs hereafter) and how it influences their preference attributes in a market, more specifically, the emerging Chinese car market. Previous research has considered the difference in the subjective knowledge of a product between owners and non-owners but does not account that some non-owners have stronger intentions to make a purchase. Yet, the impact of the purchase goal of FTBs on their subjective knowledge remains unexplained. This research demonstrates that the effect of the purchase goal on subjective knowledge is moderated by product ownership. Specifically, the findings show that the purchase goal only affects the level of subjective knowledge of FTB but not those of potential repurchasing buyers. Furthermore, when segmenting potential FTBs on the basis of their subjective knowledge, the segment of potential FTBs with higher subjective knowledge display similar attribute preferences to owners, while the preference differences are observed when segmenting potential buyers into owners and non-owners. From a managerial perspective, the findings of the research demonstrate the value of using subjective knowledge for consumer segmentation when targeting car buyers.

Subjective and Objective Cancer Screening Knowledge Among White- and Blue-Collar Chinese Midlife Adults.

Cancer is the leading cause of death among Chinese, yet little is known about cancer knowledge among this population. The study described the subjective and objective cancer screening knowledge among white- versus blue-collar Chinese midlife adults. A convenient sample of white-collar adults age 40+ years was recruited from government and academic agencies; and blue-collar adults age 40+ years were recruited from manufactory companies in Taiwan. An eight-item cancer screening knowledge test (CSKT) was used to measure objective knowledge and one five-point Likert scale item for assessing subjective (perceived) cancer screening knowledge. A total of 208 white- and 533 blue-collar workers completed the survey during 2008-2011. Mean ages between groups were comparable (41.1 versus 46.3years), as well as family cancer history (41.5%). About 76% of the white-collar and 43% of the blue-collar adults had college education. The mean score of the CSKT was lower in the blue-collar versus white-collar workers, 5.4 (SD=1.76) versus 6.1 (SD=1.40), indicating on average, 68 versus 76% of the participants answered the cancer knowledge correctly. The subjective knowledge levels were, however, higher among the blue-collar workers (mean rating of 3.22 versus 2.78). The CSKT showed a good mix of relatively easy and moderately difficult items in both groups. Study showed that overall cancer screening knowledge was low among Chinese midlife adults. Although blue-collar workers scored lower on CSKT, the perceived knowledge level was higher. Results also suggest attention to communicating cancer screening information among Chinese blue-collar midlife workers in particular.

Consumers’ subjective and objective consumerism knowledge and subsequent complaint behaviour concerning consumer electronics: a South African perspective

AbstractAlthough there is immense international support for consumer protection, the notion exists that consumer protection can only exist in developed countries with ample fiscal resources and expertise to properly act in the interest of consumers. This conception leaves consumers in emerging and transitional economies in a difficult position as these economies indeed generally lack sufficient funding and the required capacity to educate consumers on their rights. With the South African Consumer Protection Act that came into effect in 2011, South African consumers can now claim to be among the best protected consumers in the world. However, many consumers are still not aware of their consumer rights, and do not have the necessary knowledge to pursue redress when they are dissatisfied. The objective of this research was therefore to explore and describe the relationship between consumers’ knowledge of consumerism (consumer protection) and their consumer complaint behaviour (CCB) concerning their dissatisfaction with a technologically advanced product, in this case, a consumer electronic product. This study attempts to differentiate between subjective consumerism knowledge and objective consumerism knowledge and by extension the measures used. In addition, we explored and described the relationship between demographic variables and levels of subjective and objective consumerism knowledge as well as the combined effect of the two types of knowledge on CCB. The findings revealed that the respondents had a reasonable level of subjective consumerism knowledge relative to a low level of objective consumerism knowledge. No significant relationship was found between subjective consumerism knowledge and demographic variables. However, the factors of race, gender and level of income were related to objective knowledge. A higher level of subjective knowledge could be associated with public action. Respondents with reasonable levels of objective knowledge were also better equipped to take private and public action. CHAID (Chi‐Square Automatic Interaction Detection) analysis highlighted that a combination of subjective and objective knowledge was the best predictor of taking public action only and of taking both private and public complaint action. The study has implications for policy makers, consumer protection organisations, retailers and the individual consumer. Our approach to measuring knowledge of consumerism could possibly be applied in other emerging contexts where consumers generally lack awareness of consumer protection.

Teacher characteristics and student performance: An analysis using hierarchical linear modelling

This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for Sub Saharan countries bordering on South Africa, as well for Kenya and the strong relationship between teacher age and student performance is not observed. Similarly, the model is run for South Africa using data from SACMEQ II (conducted in 2002) and the relationship between teacher age and student performance is also not observed. It must be noted that South African teachers were not tested in SACMEQ II so it was not possible to observe differences in subject knowledge amongst teachers in different cohorts and it was not possible to control for teachers’ level of subject knowledge when observing the relationship between teacher age and student performance. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts observed in the later dataset.

Who will make an indulgent food choice after having fulfilled their healthy eating goal?

AbstractThis research considers how subjective nutrition knowledge and calorie consciousness moderate the effects of eating goals on indulgent vs. healthy consumers and their on subsequent choices. A two between‐subjects design (an eating goal invoked by a main course: healthy vs. indulgent) was conducted, where the choice of salad dressing (healthy or indulgent) was a dependent variable. Two individual traits (subjective nutrition knowledge and calorie consciousness) were considered as moderators between eating goals and food choices. The results indicated that individuals with high levels of subjective knowledge about nutrition or with a high level of consciousness about calories were more likely to choose a healthy option when their indulgent goal had been invoked. However, they were more likely to make indulgent choices when their healthy goal had been fulfilled by the main course. In contrast, for those with low levels of subjective nutrition knowledge or with a low level of consciousness about calories, food choices were not influenced by the eating goal which had been invoked. The findings could help practitioners in the food industry to develop different food combinations with which to satisfy their customers through understanding personality traits.

Subjective knowledge as a determinant of young adult consumers wine behaviour

Purpose – The purpose of this paper is to provide additional insight into how the level of subjective knowledge (SK) related to wine explains differences in the wine-consumption behaviour of young adults. Particular attention was given to information search strategies employed by young adult wine consumers. Design/methodology/approach – A web-based survey was carried out on 287 young urban wine consumers who were recruited in specialised wine shops and at wine festivals. The key variables presenting the consumers’ wine searches were measured using the best-worst scaling method. Latent class cluster analysis (LCA) was used to segment the respondents into clusters based on their level of SK of wine. Findings – The study identifies three consumer segments with corresponding levels of SK related to wine. The segments present considerable differences in the wine-consumption-related behaviours and information search strategies. Research limitations/implications – Understanding young adults’ SK of wine will assist wine marketers in their efforts to establish marketing strategies for this generational cohort. In addition, research (preferably transnational) is recommended to validate the conclusions and to gain additional understanding of SK as an indicator of wine-related behaviours. Originality/value – This study contributes to a better understanding of the wine-purchasing behaviours of young adults with particular focus on SK related to wine. The results obtained may be applied by winemakers in the development of marketing and promotion strategies geared towards the promising young adult consumer segment.

Teacher characteristics and student performance: An analysis using hierarchical linear modelling

This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for Sub Saharan countries bordering on South Africa, as well for Kenya and the strong relationship between teacher age and student performance is not observed. Similarly, the model is run for South Africa using data from SACMEQ II (conducted in 2002) and the relationship between teacher age and student performance is also not observed. It must be noted that South African teachers were not tested in SACMEQ II so it was not possible to observe differences in subject knowledge amongst teachers in different cohorts and it was not possible to control for teachers’ level of subject knowledge when observing the relationship between teacher age and student performance. Changes in teacher education n in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts observed in the later dataset.

일부 지역 치과위생사의 치과 건강보험에 관한 지식 및 심사조정률에 미치는 요인

Objectives: The purpose of the study is to investigate the level of knowledge and screening review rates of dental health insurance claims in dental hygienists. This analysis will provide the educational information to the dental hygienists. Methods: A self-reported questionnaire was completed by dental hygienists in Jeonbuk from December 17, 2012 to January 24, 2013. The questionnaire was distributed by ordinary mail or direct visit. Except incomplete answers, 350 data were collected and analyzed. The study instrument was adapted from the structured questionnaire by Hong and Yoo. The questionnaire consisted of education experience of health insurance management, subjective and objective knowledge, insurance screening review, and need for health insurance education. Data were analyzed by SPSS 12.0 program. Cronbach alpha in the objective knowledge on health insurance rate criteria was 0.836 and this was a reliable figure. Results: The subjective knowledge level of dental insurance was higher in the senior dental hygienists. Subgingival curettage was the lowest percentage of correct answers in the objective knowledge. In recent six months, higher review control rate was shown in the higher claim for health insurance and insurance screening review. Conclusions: The majority of the respondents had lower level of knowledge of health insurance claims. The continuous education of dental health insurance will be necessary in the dental hygienists.

Association between risk perception, subjective knowledge, and depression in community-dwelling elderly people in Japan

Risk perception is one of the core factors in theories of health behavior promotion. However, the association between knowledge, risk perception, and depressed mood in depression is unknown. The aim of this study was to clarify the relationships between subjective knowledge, risk perception, and objective scores of depression in community-dwelling elderly people in Japan. A total of 747 elderly participants (mean age: 76.1, female: 59.8%) who completed the 15-item Geriatric Depression Scale (GDS-15) along with items assessing subjective knowledge and risk perception were included in the analysis. We assessed the correlation between subjective knowledge and risk perception, and then compare GDS-15 scores by level of subjective knowledge and risk perception. Subjective knowledge was weakly associated with risk perception and related to lower GDS-15 scores in a dose–response pattern, which did not change after adjusting for age, gender, basic activities of daily living (ADL), instrumental ADL, years of education and history of depression. There was no significant association between risk perception and GDS-15 scores. The relationship between knowledge, risk perception, and depressed mood in younger generations is unclear, but warrants examination.

Nutritional Status and Nutritional Knowledge of Malay Pregnant Women in Selected Private Hospitals in Klang Valley

Adequate nutrition is important for mothers and their offspring during and after birth. This cross sectional study was conducted to determine nutritional status and nutritional knowledge of pregnant women from two selected private hospitals in Klang Valley, Malaysia. A total of 236 Malay pregnant women aged between 20 to 45 years old (mean age 31+5 years) were recruited through convenient sampling method. Socio-demographic data, nutritional knowledge and a 24-hours diet recall were obtained through a self-administered questionnaire. Anthropometric and haemoglobin data were obtained from the antenatal records in the respective hospitals. The percentages of participants who were underweight, normal, overweight and obese before pregnancy were 12.7%, 55.1%, 25.0% and 7.2% respectively. Among those who were obese before pregnancy, a total of 59.7% had inadequate weight gain, 24.6% gained adequate weight and 15.7% gained excessive gestational weight. About 33.5% of subjects were anaemic (Hb < 11.0g/dL). The mean daily energy intake of the participants was 1748 ± 526 kcal which was 76% of RNI. Calcium (73% of RNI), folic acid (36% of RNI), niacin (89% of RNI) and vitamin D (40% of RNI). The nutritional knowledge level of subjects was moderate (51.9 ± 13.8%). Lower monthly household income (p < 0.001), educational level (p < 0.001) and gestational stage (p < 0.05) of participants were associated with a lower nutritional knowledge level. Nutritional knowledge score was positively correlated with gestational weight gain (r = 0.166, p < 0.05) and haemoglobin level (r = 0.200, p < 0.05). Subjects who claimed practising food taboos had higher nutritional knowledge score (54.9 ± 12.5%) than those who did not (49.9 ± 14.4%)(p < 0.05). A comprehensive nutrition education should be integrated in the antenatal classes to improve nutritional status of pregnant women. DOI : http://dx.doi.org/10.17576/JSKM-2014-1202-08

Self-reported awareness and coping behaviors of low back pain among institutional caregivers for people with intellectual, autistic and associated multiple disabilities

This study aimed to investigate the self-reported knowledge and coping behaviors for low back pain (LBP) among institutional caregivers for people with intellectual, autistic and associated multiple disabilities and to gather information about factors that affect these coping behaviors in the workplace. A cross-sectional survey was conducted to recruit 1073 caregivers (response rate of 89.5%) from 15 medium to large disability welfare institutions in this study. This study specifically developed a scale to examine objective (10 question items) and subjective knowledge (one question item) of LBP and its coping behaviors (10 question items). The mean score of objective knowledge of LBP was 7.15 (range of 0–10; over 70% correct). A total of 54.2% of respondents expressed that they had a low level of subjective knowledge of LBP, and 45.8% or respondents had a high level. The study also found that many objective knowledge items need to be improved in future health promotion initiatives regarding LBP. Without adjusting for other factors, the study indicated that those caregivers with more subjective LBP knowledge were more likely to adopt higher levels of LBP coping behaviors than their counterparts (OR=1.536, 95% CI=1.152–2.046). After adjusting for demographics, working conditions and health status factors, LBP knowledge was not statistically correlated with LBP coping behaviors. Caregivers who worked more days per week (OR=1.984, 95% CI=1.408–2.795), had break time on duty (OR=2.457, 95% CI=1.5–4.025), exercised regularly (OR=1.594, 95% CI=1.115–2.28), had poor health status (OR=0.497, 95% CI=0.249–0.995), or had a history of LBP (OR=1.433, 95% CI=1.008–2.039) were more likely to adopt higher levels of coping behaviors than their counterparts. This study highlights that institutional managers should pay attention to factors that influence LBP coping behaviors in caregivers, and future studies should examine the effects of the characteristics of care recipients and caregivers’ families on caregivers’ perception of LBP.

Information Sources Used by Millennial Restaurant Wine Consumers

An on-line survey was used to identify information sources used by U.S. Millennials for restaurant wine purchases based on experience, involvement, and subjective and objective wine knowledge. The most to least used information sources include wine list, server, self, and friends, respectively. Standard multiple regression determined that level of experience influenced the use of personal information sources. More experience and higher levels of subjective knowledge and objective knowledge all pointed to the use of self as an information source. No significant differences were found among generational segments.

Subjective Knowledge in Consumer Financial Decisions

The authors propose that attempts to increase consumers’ objective knowledge (OK) regarding financial instruments can deter willingness to invest when such attempts diminish consumers’ subjective knowledge (SK). In four studies, the authors use different SK manipulations and investment products to show that investment decisions are influenced by SK, independent of OK. Specifically, they find that (1) willingness to pursue a risky investment increases when SK is high (vs. low) relative to a prior investment choice (Study 1); (2) willingness to enroll in a retirement saving program is enhanced by asking consumers an easy (vs. difficult) question about finance, thereby increasing SK (Study 2); (3) technically elaborating information about a mutual fund diminishes SK regarding that investment and decreases choice of that fund (Study 3); and (4) consumers invest less money in funds when missing information is made salient, holding the objective investment information constant (Study 4). Furthermore, the effects in Studies 2–4 are mediated by participants’ self-rated SK. The authors propose that effective financial education must focus not only on imparting relevant information and enhancing OK but also on promoting higher levels of SK.

Clothing Knowledge and Clothing Consumption Behavior : Comparison between Clothing Majors and Non-Majors

The purpose of this study was to investigate the differences of clothing majors and non-majors in clothing knowledge and consumption behavior. Subjective and objective knowledge were com-pared and factors of clothing consumption behavior were analyzed across the two groups. The subjects of this study were female student who went to University in Seoul. Data from 150 college female stu-dents were analyzed using SPSS. Results indicated that clothing majors had significantly higher level of clothing knowledge. The differences were smaller for subjective knowledge levels than objective knowl-edge levels Clothing majors tended to reform their clothes and coordinate their cloting items better than noon-majors. They considered styles more importantly than brands but have some level of conformity. Among clothing consumption behavior factors factors, reform ability and coordination ability significantly affected clothing knowledge.