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Cosmopolitanism, Consumer Ethnocentrism, and Materialism: An Eight-Country Study of Antecedents and Outcomes
Cosmopolitanism, Consumer Ethnocentrism, and Materialism: An Eight-Country Study of Antecedents and Outcomes
116
tures becomes ever more pressing. The current research was moti-
vated by the need for greater insight into how and which consumer
attitudes and behaviors are similar and different across countries.
Today’s competitive environment requires managers to target their
products successfully at segments that cross national frontiers. The
international marketer can only do so with a consumer-oriented
strategy that considers the attitudes and values of the targeted con-
sumers (Ter Hofstede, Steenkamp, and Wedel 1999). Successful
marketing largely depends on achieving a match between product
attributes and customer attitudes and values; therefore, a strong
case can be made for directing attention at consumer, rather than
country, characteristics (Keillor, D’Amico, and Horton 2001). To
this end, psychographic segmentation is a powerful method of
classifying consumers across countries (De Mooij 2004), supple-
menting the more common economic and demographic segmenta-
tion approaches. In this international research, we focus on simi-
larities and differences regarding three dispositional constructs
linked to globalization—materialism (MAT), cosmopolitanism
(COS), and consumer ethnocentrism (CET)—as well as the poten-
tial antecedents and outcomes of these constructs. We seek a
greater understanding of when and where the dispositions of MAT
and COS are likely to favor consumer receptivity to global and for-
eign brands/products and identify where and when CET will be
inauspiciously associated with the same. We contend that research
on these constructs will shed light on alternative global consumer
trajectories.
The nature of COS has been the subject of much debate: Some
researchers implicate predisposition at birth as the main determi-
nant, others envision it as a personality trait, and still others clas-
sify it as a learnable skill (see Cannon and Yaprak 2002; Thompson
and Tambyah 1999). Although the term has been used loosely to
describe almost any person who moves about in the world, more
appropriately COS refers to a specific set of beliefs, attitudes, and
qualities held by certain people. A cosmopolitan has “a conscious
openness to the world and to cultural differences” (Skrbis,
Kendall, and Woodward 2004, p. 117) and “a willingness to engage
with the Other, an intellectual and aesthetic stance of openness
toward divergent cultural experiences” (Hannerz 1992, p. 252),
coupled with personal competence toward the alien culture.
Tourists are more akin to spectators than participants in a host cul-
Survey data for this study (n = 2015 usable of 2800 distributed) was
The Sample collected from respondents in eight countries (one urban area per
country): Canada (n = 241), Mexico (n = 231), Chile (n = 192), Swe-
den (n = 329), Greece (n = 317), Hungary (n = 332), India (n = 236),
and South Korea (n = 137). Because of the difficulty of obtaining
representative sampling in some of these countries, we employed a
snowballing sampling approach. Within each country, participants
in selected undergraduate and graduate university courses were
directed to fill out one questionnaire themselves and to administer
a predetermined quota (three to five) of surveys to designated
respondents (one to two each of adult family members, coworkers,
and neighbors). A detailed protocol form provided the students
with instructions for survey administration. Eligible respondents
had to be native-born nationals, 18 years of age or older, and fluent
in English. To achieve these ends, each questionnaire included sev-
eral screening questions. Although this approach had the effect of
centering the research on certain socioeconomic strata, we consid-
ered the resulting sample reasonably diffuse (Appendix B). The
sampling method was also focused on respondent types who
would be more likely to be interested in the subject matter, includ-
ing opinion leaders whose views and behaviors influence the
broader population.
Overall, 52% of the respondents were female, and 66% of the sam-
ple was composed of either full- or part-time students. The majority
of respondents were members of the workforce taking managerial
courses, with 63% actively employed (part-time 33%, full-time
30%). Approximately two-thirds of the sample were between 20
and 29 years of age. Regarding educational attainment, 30% and
18% reported undergraduate and graduate levels, respectively, and
29% and 23% reported college/diploma and high school (or lower)
levels, respectively.
n.s.
err COS1 .02
.80*
–.12*
err COS2 .77* .05*
AGE Res2
n.s.
err COS3 .73*
n.s.
.14*
err CET1 .82*
–.07* Res3
EDU
err CET2 .76*
–.10*
.76*
CET CET
err CET3
.68*
err CET4
*Statistically significant.
Notes: Left-hand side: Minimum was achieved (model overidentified, distinct sample moments =
153, number of distinct parameters to be estimated = 37, d.f. = 116, N = 2015). Standardized
coefficients are shown. Right-hand side: Minimum was achieved (model overidentified, distinct
sample moments = 231, number of distinct parameters to be estimated = 56, d.f. = 175, N =
2015). n.s. = not significant. Standardized coefficients are shown.
Samplesa
Relationships Across Country
Constructs and Demographics
129
130
Continued
Table 1.
Country Sex Age Income Education Model Fit (1) Model Fit (2)
Hungary (n = 332)
MAT –.066 –.062 .025 –.070 χ2/d.f. = 2.193 χ2/d.f. = 2.063
COS –.120** –.141*** .006 .141*** CFI = .929 CFI = .914
CET –.044 .189* –.097 –.081 RMSEA = .060 RMSEA = .057
India (n = 236)
MAT .117 .002 –.017 –.125 χ2/d.f. = 1.490 χ2/d.f. = 1.540
COS .083 .117 –.036 –.102 CFI = .939 CFI = .910
CET .055 .169** .043 –.101 RMSEA = .046 RMSEA = .048
Chile (n = 192)
MAT –.175** –.214** –.052 .024 χ2/d.f. = 1.550 χ2/d.f. = 1.577
COS –.042 .123 .020 .055 CFI = .935 CFI = .905
CET –.117 .180** .077 –.047 RMSEA = .054 RMSEA = .055
Sweden (n = 329)
MAT .147* –.350* .082 –.088 χ2/d.f. = 2.013 χ2/d.f. = 1.946
COS –.194* –.126** .004 .252* CFI = .959 CFI = .945
CET .049 .204* –.033 –.201* RMSEA = .056 RMSEA = .054
All (n = 2015)b
MAT .045*** –.223* .010 –.004 χ2/d.f. = 5.148 χ2/d.f. = 5.466
COS –.121* –.038 –.004 .151* CFI = .961 CFI = .940
CET –.026 .137* –.065* –.100* RMSEA = .045 RMSEA = .047
Notes: Model fit (1) = baseline measurement models, and model fit (2) = baseline demographics and constructs structural models.
131
unlikely that all pairwise group parameter comparisons would be
completely invariant. Here, the assumption of partial metric invari-
ance seems to be reasonably supported (Byrne, Shavelson, and
Muthén 1989). The correlations among the constructs varied con-
siderably across the samples even after we constrained the factor
loadings to equality (Table 1). In five groups, the CET–COS correla-
tion (H2) was significant and negative (Canada, Korea, Hungary,
India, and Sweden). In addition, COS and MAT were largely uncor-
related (H1), except among Korean respondents, for whom we
obtained a strong positive link. In most instances, CET and MAT
were not significantly correlated (H3), though we found a positive
link for the Greek and Chilean samples.
Overall, age was the strongest predictor of the three cultural con-
structs (14 significant instances across the eight data sets), fol-
lowed by sex and education (with 9 and 7 significant instances,
respectively). Income was the weakest predictor; it was negatively
related to CET in only the Greek sample. For the aggregated data set
(Figure 1), the significant findings were as follows: In line with H4
and H6a, younger people were more materialistic than older people
(significantly corroborated in four groups: Canada, Greece, Chile,
and Sweden), but older people scored higher on CET than younger
people (upheld in all eight groups). Lending marginal support to
H6b, income was negatively related to CET (upheld only in the
Mexican sample). Income was predictive of neither MAT nor COS
(refuting H5b), and this was true for all groups. More educated
respondents tended to be more cosmopolitan (substantiated in the
Mexican, Greek, Hungarian, and Swedish samples) and less con-
sumer ethnocentric (confirmed in the Greek and Swedish samples)
than their less educated counterparts, in support of H5c and H6c.
Although support for H5a was lacking in the aggregated sample, the
predicted negative relationship between age and COS was substan-
tiated in three groups (Korea, Hungary, and Sweden). In line with
H5d, women scored higher on COS than men, also evidenced in
four samples (Canada, Greece, Hungary, and Sweden). Overall,
men tended to be more materialistic than women, and though this
result was upheld for the Swedish sample, the reverse was the case
for the Greek and Chilean samples.
Analyses
Results of the Multigroup
Structural Equation Model
133
Because of the quantity of dependent variables under consideration
Structural Equation Modeling (and the ensuing number of estimated structural equation modeling
Consumer Behavior Findings parameters, which increases exponentially), we elected to partition
our analyses of the 48 behaviors, grouped according to (1) food con-
sumption (14 variables), (2) importance of product ownership (con-
sumer electronics, appliances, and durables: 18 variables), and
(3) other nonfood consumer behaviors (apparel, luxury products,
and technology behaviors: 16 variables). These baseline models
included covariance parameters between the dependent variables to
account for error correlation. For illustration, the first model is
depicted in Figure 2. All three baseline models fit the data well:
Model 1 (CFI = .958, χ2/d.f. = 3.59, RMSEA = .036), Model 2 (CFI =
.949, χ2/d.f. = 3.74, RMSEA = .037), and Model 3 (CFI = .949, χ2/d.f. =
3.92, RMSEA = .038). Of the 48 behaviors (Table 3), MAT was a sig-
nificant predictor in 39 instances (37 positive path coefficients),
COS influenced behavior in 34 instances (2 negative), and CET was
antecedent of 34 behaviors (13 negative).
Figure 2.
err
err
err
err
err
err
err
err
err
err
err
err
err
err
err
err
err
Baseline Structural Model
Example: Food Consumption
COS5
MAT2
MAT3
MAT5
MAT7
MAT1
MAT4
MAT6
COS3
COS2
COS6
CET2
CET3
CET1
CET4
C0S1
C0S4
.66*.65* .65* .64* .53* .77*.73* .70* .65* .82* .76* .76* .68*
.70* .57* .80* .59*
.12*
MAT n.s. n.s. n.s. .15* .14* –.07* n.s. .16* n.s. n.s. .12* .16* .19* .09*
COS n.s. .09* .08* n.s. n.s. .13* .11* n.s. n.s. .19* .12* n.s. –.07* .07*
CET .29* .21* .29* .25* .22* n.s. n.s. n.s. .07* n.s. n.s. n.s. n.s. n.s.
trad. beverage
champagne
trad. snack
hamburger
trad. meal
trad. food
soft drink
trad. rest.
chocolate
coffee
pizza
wine
beer
tea
err
err
err
err
err
err
err
err
err
err
err
err
err
err
Factor
Appendix A. Construct Items 1 (MAT) 2 (COS) 3 (CET)
Construct Measures (Factor (MAT1) I like a lot of luxury in my life. .745
Loadings)a and Behavioral
(MAT2) Buying things gives me lots of pleasure. .725
Measures
(MAT3) My life would be better if I owned
certain things I don’t have. .709
(MAT4) I admire people who own expensive
homes, cares, and clothes. .708
(MAT5) I’d be happier if I could afford more
things. .707
(MAT6) It sometimes bothers me quite a bit that
I can’t afford to buy all the things that I like. .698
(MAT7) I like to own things that impress people. .640
(COS1) I enjoy exchanging ideas with people
from other cultures or countries. .823
(COS2) I am interested in learning more about
people who live in other countries. .805
(COS3) I enjoy being with people from other
countries to learn about their views and
approaches. .779
(COS4) I like to observe people of other
countries, to see what I can learn from them. .764
(COS5) I like to learn about other ways of life. .723
(COS6) I find people from other cultures
stimulating. .664
Characteristic Canada Mexico Greece Korea Hungary India Chile Sweden Total
Sample Size (n) 241 231 317 137 332 236 192 329 2015
Female (%) 120 (50) 122 (53) 170 (54) 45 (33) 196 (59) 96 (41) 116 (60) 183 (56) 1048 (52)
Male (%) 121 (50) 109 (47) 147 (46) 92 (67) 136 (41) 140 (59) 76 (40) 146 (44) 967 (48)
Age (years)d
0–24 167 (70) 130 (56) 116 (37) 117 (85) 177 (53) 169 (72) 116 (60) 121 (37) 1113 (55)
25–29 29 (12) 48 (21) 98 (31) 5 (4) 48 (15) 38 (16) 25 (13) 82 (25) 374 (19)
30–39 15 (6) 29 (13) 73 (23) 4 (3) 51 (15) 12 (5) 29 (15) 61 (19) 274 (14)
40+ 30 (12) 24 (10) 30 (10) 11 (8) 55 (17) 17 (7) 22 (12) 65 (20) 254 (13)
Household Incomee
<$30,000 33 (14) 38 (17) 83 (26) 43 (31) 113 (34) 96 (41) 81 (42) 81 (25) 568 (28)
$30,000–$79,999 86 (36) 83 (36) 189 (60) 43 (31) 175 (53) 68 (29) 75 (39) 90 (27) 809 (40)
>$80,000 122 (51) 110 (48) 45 (14) 51 (37) 44 (13) 72 (31) 36 (19) 158 (48) 638 (32)
Educationf
High school (inc.) 1 (0) 7 (3) 2 (1) 5 (4) 9 (3) 3 (1) 7 (4) 14 (4) 48 (2)
High school 32 (13) 34 (15) 39 (12) 34 (25) 143 (43) 28 (12) 33 (17) 68 (21) 411 (20)
College/technical/diploma 140 (58) 70 (30) 94 (30) 54 (39) 62 (19) 36 (15) 42 (22) 77 (23) 575 (29)
Undergraduate degree 45 (19) 78 (34) 100 (32) 41 (30) 48 (15) 101 (43) 79 (41) 100 (30) 592 (29)
Graduate degree 23 (10) 42 (18) 82 (26) 3 (2) 70 (21) 68 (29) 31 (16) 70 (21) 389 (19)
143
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