The student sample can have been questioned the validity and generalizability and threatens the external validity due to not representing the general population or "real people" and unique characteristics of the population (Burnett and Dunne, 1986; Wells, 1993). Nevertheless, according to Yoo et al. (2000, p. 202), for theory-testing research, "a student sample has been deemed acceptable and even desirable," particularly when they constitute the major consumer segment for the selected product. Furthermore, Calder et al. (1981) also suggested that a maximally homogeneous sample has important advantages for theory validation research, e.g., a student sample. Hofstede (1991) also stated that a maximally homogeneous sample allows more exact theoretical predictions and reduces the confounding effects of other factors. More importantly, according to Calder et al. (1981), a student sample is accepted for a theory-testing study in which the multivariate relationships among constructs, not the univariate differences between samples, are being investigated. Also, the fact that showed that "students have been effective surrogates for non-students or adults in various empirical studies that have examined" (Yoo and Donthu, 2001, p. 4), for instance, attitude toward advertising, country of origin, and attitude - preference relationship (Yavas, 1994), safe behavior and product warnings (Cox et al., 1997), and price-quality perceptions (Lichtenstein and Burton, 1989), effects of selected marketing mix elements on brand equity and its dimensions (Yoo et al., 2000), developing brand equity model (Atilgan et al., 2005), etc.