Abstract
In this paper, high school students' preferences for and understanding of various clothing-related areas which they learned about in junior high school are discussed. The results are as follows : 1) The factor structure of their preferences for clothing-related areas was interpreted as : (F1) preference for textiles and clothing materials, (F2) preference for dressmaking, (F3) preference for wardrobe planning and (F4) preference for making handicrafts. 2) The factor structure of their understanding of clothing-related areas was interpreted as : (FA1) understanding of textiles and clothing materials, (FA2) understanding of wardrobe planning and (FA3) understanding of dressmaking. 3) A comparison of the factor scores between male and female students showed that male students gained higher scores in (F1) preference for textiles and clothing materials and (FA1) understanding of textiles and clothing materials, while female students scored higher in (F3) preference for wardrobe planning, (F4) preference for making handicrafts, (FA2) understanding of wardrobe planning, and (FA3) understanding of dressmaking. 4) Regression equations were obtained by the use of multiple regression analysis among (F1) preference for textiles and clothing materials, (F2) preference for dressmaking and (FA1) understanding of textiles and clothing materials, among (F3) preference for wardrobe planning, (F4) preference for making handicrafts and (FA2) understanding of wardrobe planning, and among (F2) preference for dressmaking, (F4) preference for making handicrafts and (FA3) understanding of dressmaking. As a result, it was found that high school students' preferences were related to their understanding of the clothing-related areas.
