Xenocentrism and Formal Education: Evaluating Its Impact on the Behavior of Chilean Consumers
Bibliographic record
Abstract
Understanding social behavior and explaining its implications is essential when examining consumer xenocentric behavior. This study evaluated the direct effects of consumer xenoncentrism on product attitude and purchase intention of imported products and analyzed the moderating impact of formal education on xenocentric consumer behavior considering groups with higher and low formal education levels. Structural equation modeling technique and multigroup analysis based on samples collected from Chilean consumers were used to analyze the research model. There were 295 effective online questionnaires (42.4% females and 57.6% males). This study’s findings suggest that consumer xenocentric effects are directly related to imported products’ product attitude (G: R2 = 0.254; L: R2 = 0.121; H: R2 = 0.327) and purchase intention (G: R2 = 0.454; L: R2 = 0.469; H: R2 = 0.365). In addition, findings exhibit that xenocentric consumer behaviors are more significant when associated with formal educational level (G: 0.575; L: 0.640; H: 0.443). Therefore, as education levels increase, the xenocentric effect also increases. An important application of these findings is that education in emerging countries and developing economies should strengthen local production valorization and promote marketing strategies that foster the sustainable consumption of products manufactured in their own countries.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".