LIBROS Y ESTRATEGIAS DE ESTUDIO

To introduce the topic to the respondent and gain their cooperation and confidence, opening questions are used (Malhotra, 2009). The respondents were asked to answer two questions and select the applicable answer. The two items start with the person responsible for the main grocery shopping (e.g. “The main grocery shopping is done by…”), and the frequency (e.g. “The frequency of shopping for groceries is…”). The full questionnaire is detailed in Appendix B.

The measurement scales utilised in this study are derived from a range of influential academic consumer research and acculturation research studies. Since the measurement items were not conducted in previous research, it was considered appropriate to adapt validated items from sources that have considered each individual scale. For instance, the bidimensional acculturation measurement of public and private life domains reflected the complete set of original items put forward by Arends-Toth and van de Vijver, 2007. Furthermore, the original Ethnic Identity and Language Use items validated in previous ethnic studies were also included. The multiple sources for a measurement instrument were adapted from the various studies discussed in Chapter Two. The original sources of measurement items reflect the original items by their key authors.

The sources of the various items that comprised the measurement instrument used for the research survey are summarized in Table 3 below. The application of measurement items from established sources will allow deletion of any potentially problematic items in the revision process undertaken during the face validation process, as well as empirical assessment specific to the construct presented in the research.

Table 3. Overview of Five Sections for Factor Analysis

Section Label Items/ Statements

A Consumer behaviour Domestic Food and Entertainment A1 to A4 Mainstream Food and Entertainment A5 to A8

B Media Use Media use B1.1 to B1.6

C Acculturation Acculturation C1.1 to C1.24

Ethnic Identification C2.1 to C2.6

Ethnic Friendship Orientation C3.1 to C3.5

D Values Values Orientation D1 to D21

Total 7 70 items

3.4.2.1 Food and Entertainment

Section A measures Food and Entertainment. The items selected for consumer behaviour are adapted from Xu et al, (2004). The scale of the statements contain a balanced seven points, using the seven-point Likert scale from “never” (=1) to “always”

(=7). The measurement items capture the two dimensions of consumer behaviour, Domestic and Mainstream Food and Entertainment. Items 1 to 4 capture Domestic consumption and Items 5 to 8 measure Mainstream consumption.

3.4.2.2 Media Use

Section B measures media use. The items for Media Use are adapted from the SASH and BAS of Marín and Gamba, 1996 and Sabogal, Marin, Otero-Sabogal, and Perez-Stable, 1987; Arends-Toth and De Vijver, 2007. Due to the wide choices of media use products available in the market and the constraints of time and finances, the scope of the research is narrowed down to focus on the following two categories, which are considered to reflect the immigrants’ behavioural context of the type of media used and the mode of media use. Media use includes Turkish and Dutch media use, reflecting two dimensions. The scale of the use statements, including bidimensionality, ranged on a seven-point scale from “never” (=1) to “always” (=7) inclusive (e.g. “How often do you use the internet for Turkish websites?” Adapted items have been used in marketing and

consumer research relating to ethnic consumers (Lee and Tse, 1994; Cleveland et al., 2011; Hamilton, Ratner and Thompson, 2011).

Acculturation

Section C relates to the acculturation behaviour measurement. The questions adopted are based on the work of Arends-Toth and Van de Vijver (2007) through the implementation of the “two-statement method”, which uses two separate scales. The first assessing respondent attitude towards the culture of the majority (e.g. “How often do you spend social time with Dutch people?”) and the second assessing respondent consideration of their own ethnic heritage (e.g. “How often do you spend social time with Turkish people?”), each containing a balanced seven points, using the seven-point Likert scale ranging from “never” (=1) to “always” (=7). Specifically, the scales refer to Turkish and Dutch culture (given the previous investigation of Arend-Toth and Van de Vijver, 2007), and thus are directly transferable to the context and setting of this research, with the specific acculturation spheres of everyday existence being assessed. These scales capture the respondents’ public and private experiences, given the potential for these distinct dimensions to exhibit very different patterns of response. The scale refers specifically to Turkish and Dutch culture relevant to the context of this study. The two-dimensional scales have been informed by the work of Hui et al. (1992) and Jun et al.

(1993), recognising the two-dimensional nature of acculturation, namely the respective self-identification and the extent of adaptation to the host culture exhibited by the individual.

Language

Language items are used in the bidimensional Acculturation scale (BAS) of Marin and Gamba (1996) for Hispanics. The scale used is seven-points ranging from “strongly disagree”, through “neutral” to “strongly agree” inclusive. To understand the extended acculturation influences of ethnic consumers, language measurement is important (Van de Vijver, 2008). A single-item measure of language use can indicate important aspects of the acculturation process of ethnic consumers. Language use is considered one of the most important components of ethnic identity (Laroche et al., 1998; Phinney, 1990), a key factor in consumer acculturation (O'Guinn and Meyer 1983; Peñaloza, 1994) and has been widely assessed across acculturation instruments (Zane and Mak, 2003).

Ethnic Identity

The second part of section C involves Ethnic Identity. The six Ethnic Identity items used the seven-point scale ranging from “strongly disagree”, through “neutral” to “strongly agree” inclusive (e.g. “I consider myself to be Turkish”). The “two-statement method”, which uses two separate scales and is based on the work of Arends-Toth and Van de Vijver (2007) to include the ethnic affiliation in the private life domain is included with six items referring to the Turkish and Dutch culture. The ethnic identity scale is adopted from Josiassen (2011) and used with a sample of second-generation immigrants of Turkish-Dutch descent living in the Netherlands. This scale is originally of Laroche et al. (2007) and used with immigrants to Canada from Hong Kong. Respondents are asked to rate the importance of each statement listed on a seven-point scale ranging from “strongly disagree”, through “neutral” to “strongly agree” inclusive.

Ethnic Friendship

The five ethnic friendship orientation items are adopted from Xu et al. (2004). The scale used seven-points ranging from “strongly disagree”, through “neutral” to “strongly agree”

inclusive (e.g. “Most of my friends are Turkish”).

Value Priorities

Section E used the twenty-one item scale measuring human Values devised by Schwartz (PVQ; Schwartz, 2005). The set of ten value domains has been used to explain a wide variety of attitudes, behaviours, and subjective states across many nations (Schwartz and Bardi, 2001). Values are measured on six-point Likert scale from

“Very much like me” (=1) to “not like me at all” (=6). To measure the individual value priorities, the raw scores per value item is used in CFA as recommended by Schwartz (1992, 2003). The Values were measured following the instructions provided by the ESS (2012). The statements include verbal portraits of people gender-matched with the respondent. Twenty-one items represent the ten Values.

Each statement describes a person’s goals, aspirations, or wishes which show the importance of each value. Two portraits operationalise each value, with three for universalism because of its very broad content. The score for the importance of each value is the mean response to the items that measure it. Schwartz notes that the twenty-one item survey questions included in the ESS can function as a two-factor model. This

can be done by creating four “higher-order” Values of openness-to-change, self-transcendence, conservation, and self-enhancement and then combining them with their opposites. Respondents are asked to rate how much they agree with the portrait statement. Value priorities have been have been widely assessed in literature (Steenkamp et al., 1999; Vincent and Selvarani, 2013; Cleveland et al., 2013) and offer potential for marketing and consumer research (Steenkamp, 2001; Craig and Douglas, 2006; Engelen and Brettel, 2011).

Background Variables

Section F included the demographic characteristics of the respondents. Respondents' personal or demographic characteristics, i.e., age, education level, or income, are placed at the end of the questionnaire (Malhotra, 2009). The items include the respondents’

background as well as family background.