Cross-cultural Values Research Articles

Reframing Relational Space. Migration from the Perspective of Those ‘Who Stay’

AbstractMigratory research projects are increasingly concerned with bringing together those ‘who go’ and those ‘who stay’, considering the impact of living in transnational family relationships. The perception and use of space have moved between digital and face-to-face spaces in the management of these dynamics. Considering that Portugal has both a high rate of ageing and a high number of young adult emigrants, it is important to explore how parental figures in Portugal and young adult children abroad re-signify their presence. In this paper, we intend to reflect on how parental figures in Portugal use digital and face-to-face presence to connect with their emigrated children and how that might re-signify the space with the community where they live. Using a post-positivist paradigm and semi-structured interviews, we developed a qualitative study with parental figures living in Portugal and their adult children living abroad (N = 20, age M = 60, 83; DP = 9, 15). We analysed the data using the software N-Vivo (ed. 14). The general results point to the inclusion of digital space as a dimension for the negotiation of space–time within family rituals. In this sense, digital platforms and devices gain importance in the maintenance of communication and the planning of routines or celebrations. The dynamics of these family groups are influenced by the perception of social values and norms. The presence established between the digital and the physical seems to be important in (a) decreasing the impact of isolation and increasing participants’ sense of belonging, (b) promoting cross-cultural values, and (c) encouraging participants to use digital tools to connect with other groups in their communities.

Cultural modes of conflict resolution, roommate satisfaction, and school belonging: The role of socioeconomic status in university peer relations

It is often assumed that ethnic differences are the source of cross-cultural conflict and misunderstandings in the United States. However, research indicates that socioeconomic differences, i.e., family ecologies, play an important role in producing cross-cultural value conflict between student peers in a university setting. Our prior research revealed two resolution styles: (1) a collectivistic strategy – maintaining interpersonal harmony by avoidance or implicit communication, or (2) an individualistic strategy – advocating for and expressing one's personal feelings via explicit communication. In a small qualitative study of first-generation university students from Latin American immigrant families, improved roommate relations resulted from use of the more individualistic strategy. The purpose of the present study was to extend this work by examining whether the positive role of explicit conflict resolution with dormitory roommates generalizes to a large diverse sample of university students in the United States and to examine the role of socioeconomic status, a key aspect of the ecological surround. By means of a survey of 347 first-year UCLA students, we explored the interrelations of socioeconomic status, conflict resolution style, roommate relations, sense of belonging in the university environment, and psychological distress. Socioeconomic status consisted of parent education and income, which were closely related. Being a first-generation university student (i.e., neither parent had a postsecondary degree) was, as predicted, associated with harmony-maintaining modes of resolving roommate conflicts. In accord with our earlier qualitative findings, these modes of conflict resolution were less effective than an explicit mode in producing satisfying roommate relations. Less satisfying roommate relations led, in turn, to a lower sense of belonging in the university environment and more psychological distress. This causal chain from first-generation university status to less satisfying roommate relations, a lower sense of belonging, and more psychological distress may help explain the prevalence of "imposter" syndrome among first-generation university students.

MENGALIR DAN MEMBAUR SEBUAH KARYA AKULTURASI MUSIK MINANGKABAU-JAWA

Artistic Research (Art Creation) entitled Flowing and Blending was inspired by the movement and/or migration of Indonesian people from one area to another. This is based on the necessities of life in the area of origin which are considered no longer providing income, so that it has an impact on economic income. The arrival of migrants from an area makes the problem of the culture of origin and those visited sometimes unable to merge. The purpose of this artistic research is to find out the different tone areas. However, in the work Menglir dan Mebaur produces a mixture of musical sounds as measured by the sound ambitus of the instrument when used in cultural communication (music). The process of mutual respect and respect by using the language of communication will be able to flow and blend in the cultural frame, even though both have different backgrounds. Based on the elements of culturalcommunication, it produces cross-cultural values that are mutually respectful and respectful. Musical artwork Flows and Diffuses becomes a manifestation of musical works representing two different cultural elements, however, they can complement each other with the communication language of musical instrument tones when sung. In order to build the musical in this part of the work as a whole, the authors also look for elements of the combination of two cultures, namely Minang and Javanese, with the hope that the concept of assimilation can become a unified musical feeling as amirror or reflection of a togetherness.

The real relationship: the Portuguese version of the Real Relationship Inventory-Client form.

The Real Relationship is a relational construct that has influenced other constructs, like the working alliance, although empirically neglected. The development of the Real Relationship Inventory provides a reliable and valid way of measuring the Real Relationship in research and clinical applications. This study aimed to validate and explore the psychometric properties of the Real Relationship Inventory Client Form with a Portuguese adult sample in the context of psychotherapy. The sample includes 373 clients currently in psychotherapy or concluded recently. All clients completed the Real Relationship Inventory (RRI-C) and the Working Alliance Inventory. The confirmatory analysis revealed the same two factors in the RRI-C for the Portuguese adult population, Genuineness and Realism. The observation of the same factor structure suggests the cross-cultural value of the Real Relationship. The measure demonstrated good internal consistency and acceptable adjustment. A significant correlation was found between the RRI-C and the Working Alliance Inventory and significant correlations between the Bond and Genuineness and Realism subscales. The present study reflects on the RRI-C while also contributing to the importance of the Real Relationship in different cultures and clinical contexts.

Lecturer Attitudes on Cross-Cultural Practices in EFL Online Teaching

Most studies on the link between cross-cultural values and language teaching conducted in online settings almost always draw on students’ perspectives, yet few focus on how the attitudes of higher education lecturers in the conduct of this program. Therefore, this study aims to investigate EFL lecturers’ attitudes toward cross-cultural practices during EFL online teaching. A qualitative approach with observation and semi-structured interviews via face-to-face and online meetings is used to collect the data in this research. Using purposive sampling, this study employs four EFL lecturers from Muhammadiyah university as selected participants based on their experiences in teaching cultural-integrated classes at both offline and online schemes. The study discovered that EFL lecturers understand cross-cultural practices in EFL online teaching to be associated with personality traits, language roles, and understanding of local culture as a way to incorporate cross-cultural knowledge into their teaching. To foster effective interaction in the class, lecturers focus on conveying opinions and maintaining communication by understanding with whom to speak, where to speak, and ways to speak. These essences and fundamental attributes influence cross-cultural practices in EFL online teaching. The study reveals that cultural differences, incorrect expressions such as a lack of appropriate word choices, and a mismatch of verbal and nonverbal language can cause cross-cultural teaching barriers. Furthermore, the need to create an authentic environment, increase intercultural knowledge, and eliminate cultural stereotypes is to be addressed as cross-cultural teaching strategies in an EFL online teaching context.

Adaptation of Cross-Cultural Values and Interpersonal Communication of Chinese Students Studying in English-Speaking Countries

Adaptation of Cross-Cultural Values and Interpersonal Communication of Chinese Students Studying in English-Speaking Countries

Global media ethics, the good life, and justice

Abstract One of the challenges for global media ethics is to define a theoretical perspective from which to adjudicate cross-cultural value conflicts. Early work in this field attempted to identify a universal norm from which the specific, applied norms of media professions and practices could be derived. However, postcolonial and pluralist critiques have revealed potential problems with this approach. To avoid such problems, neo-Aristotelian critiques have proposed focusing less on defining universal norms of obligated action and more on acknowledging local variations in conceptions of the good life. These critiques rightly stress the goal of understanding the diversity of ethical values both within and across cultures. However, when the goal of media ethics is to provide guidance for cooperative resolutions of value conflicts, the generalizability of norms remains an important issue. This article reframes this debate more as a division of labor than as a rivalry in approaches.

Burnout among psychotherapists: a cross-cultural value survey among 12 European countries during the coronavirus disease pandemic

The aim of this study was to examine cross-cultural differences, as operationalized by Schwartz's refined theory of basic values, in burnout levels among psychotherapists from 12 European countries during the coronavirus disease (COVID-19) pandemic. We focused on the multilevel approach to investigate if individual- and country-aggregated level values could explain differences in burnout intensity after controlling for sociodemographic, work-related characteristics and COVID-19-related distress among participants. 2915 psychotherapists from 12 countries (Austria, Bulgaria, Cyprus, Finland, Great Britain, Serbia, Spain, Norway, Poland, Romania, Sweden, and Switzerland) participated in this study. The participants completed the Maslach Burnout Inventory-Human Service Survey, the revised version of the Portrait Values Questionnaire, and a survey questionnaire on sociodemographic, work-related factors and the COVID-19 related distress. In general, the lowest mean level of burnout was noted for Romania, whereas the highest mean burnout intensity was reported for Cyprus. Multilevel analysis revealed that burnout at the individual level was negatively related to self-transcendence and openness-to-change but positively related to self-enhancement and conservation values. However, no significant effects on any values were observed at the country level. Male sex, younger age, being single, and reporting higher COVID-19-related distress were significant burnout correlates. Burnout among psychotherapists may be a transcultural phenomenon, where individual differences among psychotherapists are likely to be more important than differences between the countries of their practice. This finding enriches the discussion on training in psychotherapy in an international context and draws attention to the neglected issue of mental health among psychotherapists in the context of their professional functioning.

International Social Work: Cross-Cultural Supervision of Interns from the West in India

Abstract Social work practice in a global context requires an understanding of the cross-cultural nature of practice settings in local communities and globally. One step to developing this understanding of the internationalisation of social work education, including the student internship, is to incorporate supervision by local practitioners and educators. A qualitative interview study of fourteen social work students from Australia, New Zealand, Europe and the USA completing internships in the Southwest Indian state of Kerala revealed themes of increased practice knowledge, practice skills, understanding of cross-cultural values and ethics, critical reflection and research skills development as a result of reflexive supervision provided to them by practitioners in their internship agencies and faculty from their host and home institutions. This challenging of views within one’s own culture, promoted by supervision, leads to increased capacity to engage in critical anti-oppressive practice amongst social workers.

Why Measurement Invariance is Important in Comparative Research. A Response to Welzel et al. (2021)

Welzel et al. (2021) claim that non-invariance of instruments is inconclusive and inconsequential in the field for cross-cultural value measurement. In this response, we contend that several key arguments on which Welzel et al. (2021) base their critique of invariance testing are conceptually and statistically incorrect. First, Welzel et al. (2021) claim that value measurement follows a formative rather than reflective logic. Yet they do not provide sufficient theoretical arguments for this conceptualization, nor do they discuss the disadvantages of this approach for validation of instruments. Second, their claim that strong inter-item correlations cannot be retrieved when means are close to the endpoint of scales ignores the existence of factor-analytic approaches for ordered-categorical indicators. Third, Welzel et al. (2021) propose that rather than of relying on invariance tests, comparability can be assessed by studying the connection with theoretically related constructs. However, their proposal ignores that external validation through nomological linkages hinges on the assumption of comparability. By means of two examples, we illustrate that violating the assumptions of measurement invariance can distort conclusions substantially. Following the advice of Welzel et al. (2021) implies discarding a tool that has proven to be very useful for comparativists.

Linguo-culturological analysis of the translation of phraseological units on the basis of Mo Yan’s novel “Life and Death are wearing me out”

The article considers the issue of the peculiarities and methods of translating phraseological units from Chinese using the example of Mo Yan’s postmodernist novel “Life and Death are wearing me out”. The purpose of this article is to analyze the linguo-culturological approach when translating phraseological units with the elements of national culture, as well as to consider the methods of translating phraseological units both in the process of inter-lingual and intercultural communication. The linguo-culturological aspect is presented in the literary text in various ways, primarily in the form of vocabulary where you can meet a linguo-cultural or national-specific component. Phraseology contains a national-cultural component in its semantics and it also has cross-cultural value. Both in Chinese and in Russian, these set expressions have a vivid emotional coloring and clearly reflect a particular linguistic trait of the people.

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers.

The present study compared the motivations to teach Chinese between native and nonnative pre-service teachers of Chinese as a second/foreign language (CSL/CFL). The participants included 325 native and 325 non-native Chinese-speaking pre-service CSL/CFL teachers registered in the Masters in Teaching Chinese to Speakers of Other Languages (MTCSOL) programs; the teachers were asked to complete a 24-item questionnaire. Two major findings emerged. First, a similar six-factor teacher motivation was observed for both the native and non-native teachers. Second, the two groups showed non-significant differences in their ratings of the importance of cross-cultural value, intrinsic value, altruistic value, and fallback career choice as types of motivation but differed significantly in their ratings of extrinsic value and social influence. These results highlight the differences and similarities in the motivation of the second language teacher and offer insights into the variables at different levels that might influence the motivation of the second language teacher. Teacher motivation is advised to be taken into account in the training and administration of CSL/CFL teachers to alleviate the problems of teacher shortage outside China.

The Psychometric Properties of the Turkish Version of the Riverside Life Satisfaction Scale–Adult Form

We validated the psychometric properties of the Riverside Life Satisfaction Scale for Turkish culture. A standard back-translation procedure was performed. A stratified sample ( N = 493; age range = 18–70 years) was selected from North Cyprus. Results showed that one-factor model for the Riverside Life Satisfaction Scale was a good fit. Composite reliability was .77 and factor loadings were significant (.515–.825). Significant correlations were found between the scale and the Satisfaction With Life Scale, Psychological Well-Being Scale–Short Form, Positive and Negative Affect Schedule, and extraversion, agreeableness, conscientiousness, and neuroticism subscales of the Big Five Inventory. The Riverside Life Satisfaction Scale is an up-to-date, standard, and powerful alternative scale that is statistically strong, easy-to-apply, and its reversed items were free from measurement bias. It is thus valid and reliable to use in Turkish culture, indicating the cross-cultural value of the current study.

Crossing Cultural Boundaries: Saint George in the Eastern Mediterranean under the Latinokratia (13th–14th Centuries) and His Mythification in the Crown of Aragon

The cult of St George in the Eastern Mediterranean is one of the most extraordinary examples of cohabitation among different religious communities. For a long time, Greek Orthodox, Latins, and Muslims shared shrines dedicated to the Cappadocian warrior in very different places. This phenomenon touches on two aspects of the cult—the intercultural and the transcultural—that should be considered separately. My paper mainly focuses on the cross-cultural value of the cult and the iconography of St George in continental and insular Greece during the Latinokratia (13th–14th centuries). In this area, we face the same phenomenon with similar contradictions to those found in Turkey or Palestine, where George was shared by different communities, but could also serve to strengthen the identity of a particular ethnic group. Venetians, Franks, Genoese, Catalans, and Greeks (Ῥωμαῖοι) sought the protection of St George, and in this process, they tried to physically or figuratively appropriate his image. However, in order to gain a better understanding of the peculiar situation in Frankish-Palaiologian Greece, it is necessary first to analyze the use of images of St George by the Palaiologian dynasty (1261–1453). Later, we will consider this in relation to the cult and the depiction of the saint on a series of artworks and monuments in Frankish and Catalan Greece. The latter enables us to more precisely interrogate the significance of the former cult of St George in the Crown of Aragon and assess the consequences of the rulership of Greece for the flourishing of his iconography in Late Gothic art.

Development of a Personal Values Scale For Tourism Using a Mixed Method

This study aims to develop cross-cultural value measurement scales that can overcome established methodological problems and test the dimensional frameworks of the scale with non-Asian respondents. It applies a mixed-method approach to observe intrinsic, nationally distinct values, and develop a generalized values measurement scale. This study found new value dimensions that were not present in the previous value studies (i.e., life balance, emotional growth, family union, and friendship) and provided segmented subdimensions (i.e., balancing between work and rest, time management, rewards of investment, and self-examination). This complements and enhances the current body of knowledge on value measurement.

Why do you choose to teach Chinese as a second language? A study of pre-service CSL teachers’ motivations

Many countries are facing a shortage of modern language teachers, including teachers of Chinese as a second language (CSL), which is believed to relate to pre-service teachers’ motivations. Thus, this study aims to explore pre-service CSL teachers’ motivations and the background variables that might influence their motivations. The participants were 411 pre-service CSL teachers. A 33-item questionnaire adopted from the Factors Influencing Teaching Choice (FIT-Choice) scale was administered, including nine FIT-Choice subscales and two new subscales. First, exploratory factor analysis of data from the first random split-half sample of participants suggested a 6-factor structure, which was confirmed in the subsequent confirmatory factor analysis of data from the second random split-half sample of participants. The results show that pre-service CSL teachers had strong intrinsic value, cross-cultural value and altruistic value but weak extrinsic value. Second, structural equation modelling analysis was performed with questionnaire data from 296 participants who provided complete demographic information. Age, annual family income and frequency of contact with foreigners significantly predicted the participants’ motivations, yet their predictive power varied. The implications for understanding the theoretical framework of teacher motivation and the professional development of CSL teachers were discussed.

Costs and benefits of cultural value mismatch in the globalising era: A commentary on the special issue "cross-cultural value mismatch: A by-product of migration and population diversity around the world" (IJP, December, 2018).

In this commentary, the author first seeks to counterbalance the current focus on the cost of cultural value mismatch by calling attention to ample evidence in the literature that value mismatch can produce cultural adaptation and resilience in the long run, besides promoting cultural innovations and individual creativity. Second, we propose three factors that differentiate the benefits from the costs of cultural value mismatch. Personal orientation towards integrating heritage and host culture, accurate perception of cultural value differences, and supportive multicultural environments are associated with benefits. In contrast, dichotomous orientation towards one or the other culture, exaggeration of value differences between heritage and host culture, and assimilationist social environments are associated with costs. Third, our analysis of the decoupling between cultural values and ecological niches in the special issue led to observation of bidirectionality in cultural value mismatch: Whereas most articles in the Special Issue focus on the cross-cultural value mismatch that occurs when people move from a more rural, low-resource, less technological ecology into a more urban, high-resource, more technological ecology, we were able to document the effects of value mismatch when movement occurs in the opposite direction.

A cross-cultural analysis of female protagonist on selecting novel of chitra banarjee divakaruni and bharati mukherjee

In the 21st century, women's writing in English has been considered as a powerful medium of modernism and feminist proclamation in the contemporary society of patriarchy life. The last two decades have witnessed extraordinary success in feminist writings of Indian English literature even Today is the generation of those women writers who are rich and have been educated in the West. Hence, this paper examines to analysis the cross-cultural values and divulgences of female protagonist’s of the great diasporic writers Chitra Banarjee Divakaruni and Bharati Mukherjee select novels. It also discussed the problems of women and in their suppressions in our post-modern society how they lost their identity and how do they feel their separation of culture from native land to an alien land.

The lived experiences of Qatari adolescents attending international secondary school

ABSTRACTMany Qatari families are opting to have their children educated at international schools with curricula based upon western thought and educational standards. Exploring the perceptions of Qatari adolescents as they are engaged in this experience provided an opportunity to uncover the phenomenon of Qatari ways of being as related to Western educational thought. A hermeneutic phenomenological approach was used to investigate the lived experience of Qatari adolescents attending gender integrated, international, secondary schools in Qatar. Nineteen participants took part in five gender segregated focus groups. Qatari Culture and Islamic faith were the primary themes that emerged and these interconnected with the sub-themes of family, identity, and respect. The participants shared common traits with Third Culture Kids. At times, school expectations, norms and values conflicted with traditional family values, practices and culture, but participants saw the cross-cultural value in attending international schools.

Актуальность использования аудиовизуальных средств обучения на занятиях по русскому языку для иностранных студентов инженерно-технического профиля

The article is devoted to one of the most actual problem of modern linguodidactics namely finding ways to optimize the process of teaching Russian as a Foreign Language in the context of job-oriented training. In the order to justify the relevance of using audio-visual aids at the lessons of Russian as a Foreign Language for engineering and technical profile students the author analyzes the methodological potential of audio-visual aids and describes some teaching techniques to facilitate listening comprehension of authentic audio-visual texts, for example effective listening strategies and textmapping. The concept of authenticity of audio-visual aids as a very important criterion for educational purposes is substantiated in the article. Taking into account the modern teachers experience the author emphasizes the importance of the cross-cultural value of audio-visual training materials for building cross-cultural competence as one of the most important characteristic of successful engineers and technicians. The article concluded that using modern authentic and original audio-visual aids in the process of studying Russian as a foreign language based on the principle of clarity, the principle of interconnected learning to types of speech activity, the principle of authenticity, the principle of interactivity, communicative and professional competence, is an effective way to constitute communicative and professional competence of foreign engineering and technical profile students.