Cross-cultural perspective of situated learning and coping: understanding psychological closeness as mediator

Abstract

Purpose Extant consumer behavior research has alluded to consumer learning; however, little research exists regarding situated learning and its relation to coping with respect to stressful consumption experiences. The purpose of this research is to study situated or in situ learning in two cultural contexts – that of the USA and China. Design/methodology/approach Online data were collected from non-students in both the USA and China, and structural equations modeling was used to analyze data. Findings Results demonstrated that situated learning helped cope better with stressful episodes for both cultures. Psychological closeness to the problem mediated the relationship between the antecedents and situated learning for US consumers more than for Chinese consumers. Research limitations/implications Since US consumers tend to be psychologically close to the stressor during the consumption process, firms should preemptively inform and educate them about potential stressors to help them learn and cope. However, as Chinese consumers tend not to be psychologically close to the problem, they need to be dealt differently. Originality/value This research provides a holistic view of situated learning and coping as a process involving consumers, firms and situations and examines their underlying factors in stressful consumption encounters. It establishes the mediating role of psychological closeness between antecedents and consumers’ situated learning and explores the differences of psychological closeness in two different cultures, that of the USA and China.