Date

4-12-2010

Document Type

Article

Department

Communication

Degree

Master of Arts (MA)

Chair

Stuart Schwartz

Primary Subject Area

Mass Communications

Keywords

Chinese students, Cognitive Dissonance Theory, Confucianism, cross-cultural adaptation, Intellectual Property Right, piracy

Abstract

This study examined foreign Chinese students' adaptation to American intellectual property rights (IPR) in the perspective of Cognitive Dissonance Theory (CDT). Previous studies focused on historical, legal and cultural difference between China and the U.S., while Chinese students' cognition remained to be explored. Ten Chinese students from both undergraduate and graduate programs with different lengths of staying in the U.S. were interviewed individually, and interview questions were created according to the three stages of CDT. Results showed that Chinese students had eliminated their cognitive dissonances in the U.S., and some demographic and cultural factors that influenced Chinese students' cognition regarding IPR. Results also showed some motivations and barriers that promoted and prevented Chinese students' cognitive changes accordingly.

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