CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION
Television remains one of the most pervasive and influential media in modern society. It
is widely used as a communication and advertising tool, particularly for targeting
children. The immersive nature of television advertising — through sight, sound, and
motion — allows marketers to engage children emotionally and cognitively. The
influence of television ads on children aged 10 to 15 is of growing concern due to their
susceptibility to persuasive messaging. This chapter explores relevant theories, existing
empirical studies, and the conceptual framework that underpin this research, with a focus
on how television advertising affects children’s behavior, preferences, and decision-
making.
2.2 CONCEPTUAL FRAMEWORK
The conceptual framework for this study is built around the interaction between
television advertising and children’s behavioral responses. It considers:
Independent Variable: Television Advertising
(Content, Duration, Frequency, Timing, Message Type, Visual/Auditory Appeal)
Mediating Variables:
(Parental Control, Age, Gender, Socioeconomic Status, Cognitive Development)
Dependent Variable: Children's Behavior
(Product Preferences, Purchase Requests, Brand Loyalty, Emotional Reactions,
Imitative Behavior)
2.3 THEORETICAL REVIEW
Several theories provide a foundation for understanding how television advertising
influences children's behavior:
2.3.1 Social Learning Theory (Albert Bandura, 1977)
This theory posits that children learn behaviors by observing others, especially role
models in media. Television ads often portray desirable outcomes (fun, happiness, peer
approval) linked to product use, which children are likely to imitate.
2.3.2 Cognitive Development Theory (Jean Piaget)
Piaget’s stages of development explain that children between ages 10–15 move from the
concrete operational stage to the formal operational stage, where their ability to
reason and analyze develops. However, younger children in this range may still struggle
to differentiate between program content and persuasive intent.
2.3.3 Persuasion Knowledge Model (Friestad & Wright, 1994)
This theory suggests that as children age, they develop "persuasion knowledge" — the
ability to recognize when someone is trying to influence them. Younger children may
accept advertisements at face value, while older children begin to understand the intent
behind them.
2.3.4 Uses and Gratification Theory
This theory explains why individuals, including children, engage with media. Children
may watch TV for entertainment, information, or to connect with peers. Advertisers
exploit these gratifications to create emotionally resonant and persuasive content.
2.4 REVIEW OF RELATED LITERATURE
2.4.1 Impact of Advertisement on Children’s Buying Behavior
Singh and Kaur (2011) observed that in cities like Hisar, Sirsa, and Karnal, children and
families were significantly influenced by television advertisements. Children often
persuaded parents to purchase products seen on TV, particularly when the advertisements
were colorful, entertaining, or endorsed by celebrities.
2.4.2 Influence on Food Preferences and Health Awareness
Garima Malik (2012) highlighted the risk posed by food advertisements targeting
children, particularly in promoting fast food. Parents perceived these ads as unethical due
to their role in encouraging unhealthy eating habits. The study also emphasized the need
for more responsible advertising.
2.4.3 Behavioral Change and Brand Awareness
According to Mittal et al. (2010), children spend around 2.5 to 3.5 hours watching
television daily. This leads to increased brand awareness and product requests. Repeated
exposure may result in “nagging” behavior, where children pressure parents to buy
advertised products.
2.4.4 Understanding and Skepticism with Age
Kapoor and Verma (2005) reported that children as young as six could differentiate
between ads and programs, and by age eight, many developed skepticisms. This supports
the idea that age significantly mediates advertising impact.
2.4.5 Parental Influence and Control
Kaur and Singh (2006) and Chandhok (2005) both emphasized that parental mediation
shapes how children interpret and respond to advertisements. Parents who engage with
children during viewing can help mitigate negative impacts and guide informed
responses.
2.4.6 Advertising Techniques Targeting Children
Kunkel et al. (2004) noted that advertisers often use bright colors, catchy jingles,
cartoons, and celebrity endorsements to appeal to children. These techniques increase
recall and emotional attachment, even when the child may not fully understand the ad’s
persuasive intent.
2.4.7 Television vs. School Learning Time
Shah (2003) compared children’s television watching hours (5,000 to 18,000 annually) to
school time (12,000 hours), highlighting the dominant role of TV in shaping children's
understanding of the world, including consumption habits.
2.5 SUMMARY OF GAPS IN LITERATURE
While previous studies have extensively addressed the influence of TV ads on food
choices and brand awareness, less attention has been paid to:
Behavioral impact on pre-teens (10–12) versus early teens (13–15)
Regional differences in exposure and response (e.g., urban vs. semi-urban)
The role of emotional content and celebrity influence in ad effectiveness
Ethical considerations from the perspective of African and Nigerian cultural
settings
This study seeks to fill these gaps by focusing on a specific age bracket (10–15 years) and
assessing their behavioral responses across different school and home environments.
2.6 EMPIRICAL REVIEW
A number of empirical studies support the theoretical assumptions above:
Mallalieu et al. (2005) found a positive correlation between heavy television
viewing and favorable attitudes toward advertisements.
Moschis and Churchill (1978) established that advertising strongly influenced
young children's consumer socialization.
Kapoor & Verma (2005) empirically showed that cognitive abilities for ad
interpretation increase with age.
Chandhok (2005) found that television advertising was more effective than other
media in prompting product requests.
2.7 CONCLUSION
The literature clearly shows that television advertising is a powerful medium with a
profound impact on children's behavior, particularly within the 10–15 age range.
Theoretical models, empirical studies, and real-world observations suggest that children
are both impressionable and active participants in consumer culture shaped by media
exposure. The insights from existing literature justify the need for focused, age-specific
studies, especially in developing contexts like Nigeria, where regulatory frameworks for
children’s advertising may be less stringent.
