When countries differ in the perceived quality of their products, country‐of‐origin (CO) labelling influences consumer choice. While the influence of nationalism on perceived quality has been well documented in the literature, the effect of worldmindedness has not been examined in this context. Primarily explores the role of worldmindedness in product quality perception. Confirms the impact of CO and nationalism on product evaluation. In studying 593 Austrian consumers, the research finds the effect of CO is moderated by the characteristics of consumer groups. Reveals that the effect of worldmindedness on product evaluation is enhanced for foreign products and is diminished for domestic products, however, the impact of nationalism on product evaluation is enhanced for domestic products and is diminished for foreign products. Suggests promotional and positioning implications for targeting both groups.

The influence of worldmindedness and nationalism on consumer evaluation of domestic and foreign products

A great challenge in the global environment lies in consumers' reluctance to buy imports rather than domestic products. Recently, research has begun to explore the link between consumer type and adversarial attitudes toward imports. However, relatively little is known about the relationship between individual consumers' cultural orientation and their bias against imports. The objective of our research is to examine the relationship between cultural orientation and consumer ethnocentrism. We hypothesize that each of Hofstede's (2001) five dimensions of cultural orientation, operationalized at the individual level, affects consumer ethnocentrism. We test our hypotheses, investigating U.S. consumers evaluations of and behaviors toward Japanese products. The results show that collectivism (versus individualism), masculinity (versus femininity), and uncertainty-avoidance are related positively to consumer ethnocentrism, whereas long-term (versus short-term) orientation are related negatively to consum...

The Effect of Personal Cultural Orientation on Consumer Ethnocentrism

Americans’ Choice of Domestic over Foreign Products

/pdf/the-development-of-an-instrument-to-measure-global-2f70qjt5g2.pdf

The Development of an Instrument to Measure Global-Mindedness

The first national pattern of social studies curriculum was proposed by the National Education Association's Committee of Ten a century ago. Ever since, there have been disputes about what should be taught under the rubric of the social studies and how it should be taught. My aim in this chapter is to review theory and research on social studies curriculum and instruction and to argue that we cannot usefully discuss either curriculum or instruction in isolation from the other. I then go on to consider the implications of my analysis for current issues in social studies policy and practice. This review builds on earlier research reviews in social studies education (e.g., Armento, 1986; Hunkins, Ehman, Hahn, Martorella, & Tucker, 1977; Marker & Mehlinger, 1992; Metcalf, 1963; Shaver, 1991; Shaver & Larkins, 1973; Stanley, 1985b); however, its focus is the period since 1988, when the chapters for the last volume-length review of social studies were commissioned (Shaver, 1991). Although reference to theory and research published before 1988 is included to provide a context for discussion, no systematic history of social studies is attempted in this chapter. The period covered is brief, but, as should become apparent, it has been a time of major change in social studies theory, research, and policy. There has been an escalation of what Beverly Armento (1991) characterized as the "quiet revolution" in social studies research in the 1980s.

Chapter 5: The Social Studies Near Century’s End: Reconsidering Patterns of Curriculum and Instruction:

In 1981, NCSS adopted a resolution supporting the teaching of global education. In this study, pre and posttreatment standardized attitude scales were administered to graduate education students taking a course about global education, and to a suitable control group. Students who took the global education course became more favorable toward global mindedness and world order. They became less favorable toward the nationcentric perspective. The experimental group's attitude toward patriotism was unaffected.

Effects of Instruction on Teachers' Global Mindedness and Patriotism

Man: A Course of Study (MACOS) has been perhaps the most controversial curriculum in America's schools. Critics have charged that MACOS contributes to an acceptance of practices repugnant to a large segment of the population. These practices include: murder, senilicide, female infanticide, divorce, cannibalism, and cruelty to animals. The present study investigated the effects of MACOS on the attitudes of 49 fourth-grade students toward these practices and compared them with the attitudes of 46 non-MACOS students. A pre and posttest attitudinal inventory (with six sub-scales) was administered to both groups. Hotelling's T was used to compare pretest-posttest differences between the two groups. It was concluded that MACOS did not contribute to an acceptance of the six practices investigated.

Buckley R. Barnes

Papers

Effects of Instruction on Teachers' Global Mindedness and Patriotism

Are the Critics Right about MACOS