Journal Of Cross-Cultural Psychology Research Articles

From the Queen's English to reclaiming indigenous languages: An African poetic perspective

TESOL JournalEarly View e723 CLASSROOM EXPLORATIONS From the Queen's English to reclaiming indigenous languages: An African poetic perspective Yetunde K. Quadri, Yetunde K. Quadri Georgia State UniversitySearch for more papers by this authorG. Sue Kasun, Corresponding Author G. Sue Kasun [email protected] orcid.org/0000-0001-5185-6528 Georgia State UniversitySearch for more papers by this author Yetunde K. Quadri, Yetunde K. Quadri Georgia State UniversitySearch for more papers by this authorG. Sue Kasun, Corresponding Author G. Sue Kasun [email protected] orcid.org/0000-0001-5185-6528 Georgia State UniversitySearch for more papers by this author First published: 07 May 2023 https://doi.org/10.1002/tesj.723Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL REFERENCES Abrar-ul-Hassan, S. (2021). Linguistic capital in the university and the hegemony of English: Medieval origins and future directions. SAGE Open, Article 11. https://doi.org/10.1177/21582440211021842 Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In H. S. Alim & D. Paris (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1– 21). New York, NY: Teachers College Press. Barac, R., & Bialystok, E. (2011). Cognitive development of bilingual children. Language Teaching, 44(1), 36– 54. https://doi.org/10.1017/S0261444810000339 Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitive development. Child Development, 48, 1009– 1018. https://doi.org/10.2307/1128353 Chandler, J. (2021). Broadcasting from Bolivia, Aymara voices will not be silenced: In El Alto, Radio San Gabriel demonstrates the decolonizing potential of indigenous-language media. NACLA Report on the Americas, 53(4), 380– 386. https://nacla.org/news/2022/01/05/aymara-radio-bolivia Choi, Y. (2001). The name jar . New York, NY: Knopf. Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of Cross-Cultural Psychology, 9(2), 131– 149. https://doi.org/10.1177/002202217892001 Cummins, J. P. (2019). Should schools undermine or sustain multilingualism? An analysis of theory, research, and pedagogical practice. Sustainable Multilingualism, 15, 1– 26. https://doi.org/10.2478/sm-2019-0011 Degawan, M. (2019). Indigenous languages: Knowledge and hope. The UNESCO Courier, January–March 7, 2019–8. https://en.unesco.org/sites/default/files/cou_1_19_en.pdf Enlace Zapatista. (2018). Manifesto: Por un mundo donde quepan muchos mundos. http://enlacezapatista.ezln.org.mx/wp-content/uploads/2018/08/Manifiesto_Borrador-Final.pdf Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149– 171. https://doi.org/10.17763/0017-8055.85.2.149 Gomez, M., & Lewis, M. A. (2022). Identifying the assets of emergent bilingual middle school students' writing: Opportunities to validate students' linguistic repertoires and identities. International Journal of Bilingual Education and Bilingualism, 25, 3791– 3803. https://doi.org/10.1080/13670050.2022.2079371 Grant, R., Kubota, R., Lin, A., Motha, S., Tinker Sachs, G., Vandrick, S., & Wong, S. (2021). Strategies for sisterhood in the language education academy. Journal of Language, Identity, and Education, 22(2), 105– 120. https://doi.org/10.1080/15348458.2020.1833725 Gutiérrez, K., & Orellana, M. (2006). The “problem” of English learners: Constructing genres of difference. Research in the Teaching of English, 40, 502– 507. Hanemann, U. (2020). Review of T. L. McCarty, S. E. Nicholas, & G. Wigglesworth (Eds.), A world of indigenous languages: Politics, pedagogies and prospects for language reclamation. International Review of Education, 66, 603– 607. https://doi.org/10.1007/s11159-020-09846-x Hidalgo Aviles, H., & Kasun, G. S. (2019). Imperial language educators in these times: Transnational voices from Mexico on nationalisms and returnee transnationals. Educational Studies, 55(3), 262– 270. https://doi.org/10.1080/00131946.2019.1570932 hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge. Hornberger, N. H. (2009). Multilingual education policy and practice: Ten certainties (grounded in indigenous experience). Language Teaching, 42(2), 197– 211. https://doi.org/10.1017/S0261444808005491 Hornberger, N. H. (2020). Things I've learned about indigenous education and language revitalization. ReVista: Harvard Review of Latin America, 19(2). https://revista.drclas.harvard.edu/things-ive-learned-about-indigenous-education-and-language-revitalization/ Kasun, G. S., Hernández, T., & Montiel, H. (2020). The engagement of transnationals in Mexican university classrooms: Points of entry towards recognition among future English teachers. Multicultural Perspectives, 22(1), 37– 45. https://doi.org/10.1080/15210960.2020.1728273 Language Conservancy. (2022). Languages on the edge of extinction. www.languageconservancy.org Martinez-Neal, J. (2018). Alma and how she got her name. Somerville, MA: Candlewick Press. McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and indigenous education sovereignty. Harvard Educational Review, 84(1), 101– 124. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132– 141. Motha, S. (2014). Race, empire, and English language teaching. New York, NY: Teachers College Press. Norton, B. (2013). Identity and language learning: Extending the conversation ( 2nd ed.). Bristol, England: Multilingual Matters. Pennycook, A., & Makoni, S. (2020). Innovations and challenges in applied linguistics from the Global South. New York, NY: Routledge. Pérez, E. (1999). The decolonial imaginary: Writing Chicanas into history. Champaign: University of Illinois Press. Skutnabb-Kangas, T. (2009). What can TESOL do in order not to participate in crimes against humanity? TESOL Quarterly, 43, 340– 344. https://doi.org/10.1002/j.1545-7249.2009.tb00176.x Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education, & Society, 1(1), 1– 40. Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Albany: State University of New York Press. Wei, L. (2017). Translanguaging as a practical theory of language. Applied Linguistics, 31, 9– 30. https://doi.org/10.1093/applin/amx039 Early ViewOnline Version of Record before inclusion in an issuee723 ReferencesRelatedInformation

Editorial Note: Makara Human Behavior Studies in Asia’s Responds to Political Challenges in Scientific Publication

Three challenges of political nature were identified in 2022: increasing number of institutions in many countries in Asia to require journal article publication for graduation of an academic degree, changes in Journal Citation Index (JCITM) policy, and a retraction case in Journal of Cross-Cultural Psychology. As a response to these challenges, Makara Human Behavior Studies in Asia made several changes. First, we now publish incrementally to accommodate the requirement to publish in time. In Indonesia, as well as in many parts of Asia, publications in journals are increasingly used to satisfy administrative requirements. We have received requests for faster publication due to graduation requirements from authors from Indonesia, Malaysia, and Pakistan. The importance of journal publication is increasing in the region. Second, the everchanging scientific landscape triggers a response from Clarivate Analytics that decided to include Journal Impact Factor (JIFTM) in the subsequent publication of the Journal Citation Reports (JCRTM) in 2023.

Racial/Ethnic Minority Vocational Research Trends in Counseling Psychology and Multicultural Psychology Journals: A Trend Analysis Across 51 Years

This study extends Flores et al.’s (2006) 36-year analysis of racial/ethnic minority (REM) vocational research published in career journals to REM vocational research in eight counseling psychology and multicultural psychology journals across a span of 51 years. We identified 483 REM vocational studies published in the Journal of Counseling Psychology (JCP), The Counseling Psychologist (TCP), Journal of Multicultural Counseling and Development (JMCD), Cultural Diversity & Ethnic Minority Psychology (CDEMP), Journal of Cross-Cultural Psychology (JCCP), Journal of Black Psychology (JBP), Journal of Latina/o Psychology (JLP), and Asian American Journal of Psychology (AAJP) between 1969 and 2020. Results showed that less than 5% of all articles published in these journals during the past 49 years focused on vocational issues with REMs. Publication trends, article topics and type, samples, and leading individual and institutional contributors to REM vocational research are reported. JMCD published the largest percentage of these articles (33.9%, n = 132) as well as the largest percentage (18%) of REM vocational articles relative to other articles in its journal during this time frame. Implications of the findings are provided for expanding REM vocational scholarship in counseling psychology in the future.

Bridging 50 Years of Theoretical and Applied Cross-Cultural Psychology: Contributions of IACCP and JCCP

Over the course of 50 years, the International Association for Cross-Cultural Psychology (IACCP) and its flagship journal, Journal of Cross-Cultural Psychology (JCCP), have been lynchpins in the relationship between theory and practice. We provide evidence that cross-cultural psychology, as practiced by members of the IACCP, performs an essential bridging function between theoretical psychology and applied psychology. Employing survey data of IACCP members, bibliometric analyses of core members’ publication history, and of the citation patterns of JCCP and other journals, we reveal the extent to which IACCP members contribute to applied psychology and how JCCP contributes to the research published in applied psychology journals. We further review strategies and controversies extant in teaching theoretical and applied cross-cultural psychology to university undergraduate and graduate students in the service of preparing them to live and work in a globalized world. Finally, we look at research traditions, issues, and prospects of a key applied field to which cross-cultural psychology contributes—cross-cultural training.

The Psychology of Communication: The Interplay Between Language and Culture Through Time

Human behavior is often guided by the development and use of language as a means of communication and as a way to represent thoughts and knowledge. Notions of linguistic relativity and the Sapir-Whorf hypothesis indicate that language plays a role in structuring the worldview and perceptions of individuals. The current work will explore how those perceptions are not only guided by language but are also moderated by culture and the beliefs, mores, and ideas that are sanctioned and regulated by a given cultural group. Papers, chapters, and books that have demonstrated the ways in which culture moderates behavior by way of the language that is used to express that culture will be of primary focus. Moreover, a developmental view of language learning will frame this approach in learning how language, culture, and thought have been examined and assessed as a way of describing how, together, they moderate human behavior. Is there truly evidence of linguistic relativity? Does language serve as the primary moderator of thought, or do cultural influences play a more pressing role in cognitive thought processes for a given group? Developments in theory, methods, and data that help explore these concepts through their publication in the Journal of Cross-Cultural Psychology as well as other outlets will be presented and discussed as a framework that can be developed to generate future research questions, testing paradigms, and experimental approaches—both basic and applied.

Varieties of socialization goals: a qualitative study of Palestinian mothers from different socio-economic backgrounds

ABSTRACT This study examined diversity in the socialization goals of Palestinian mothers from different educational and socioeconomic backgrounds from the perspective of (Kagitçibasi, C. (1996). The autonomous-relational self. European Psychologist, 1(3), 180–186. Kagitçibasi, C. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403–422 Kagitçibasi, C. (2012). Sociocultural change and integrative syntheses in human development: Autonomous-related self and social–cognitive competence. Child Development Perspectives, 6(1), 5–11) Family Change model, which proposes that societal changes due to globalization can promote the development of autonomous-relational selves. Purposeful-convenience sampling was used to recruit twelve urban Arab mothers of first grade children enrolled in public and private schools to capture a variety of parent education levels. The first author interviewed each mother about her socialization goals and analyzed interviews thematically. One main finding was that mothers who had at least a Bachelor’s degree focused more on goals related to self-maximization, particularly in relation to choosing a career, thriving, and being highly successful. Mothers with less formal education themselves had education as a goal in itself and valued employment for their children with an emphasis on stability of income and comfort. Both groups of mothers reported goals related to decency, including ‘avoiding illicit behaviors,’ having morals, and treating others well. Collectivism and individualism were both present in the socialization goals of Palestinian mothers, which supported the development of autonomous-relational selves.

VISUALIZING THE KNOWLEDGE DOMAIN OF INTERCULTURAL CONFLICT RESEARCH BETWEEN 2000 AND 2020: A BIBLIOMETRIC ANALYSIS

Ponte Academic JournalApr 2021, Volume 77, Issue 4 VISUALIZING THE KNOWLEDGE DOMAIN OF INTERCULTURAL CONFLICT RESEARCH BETWEEN 2000 AND 2020: A BIBLIOMETRIC ANALYSISAuthor(s): Weiping Wu ,Renzhong Peng, Jingshuang ChenJ. Ponte - Apr 2021 - Volume 77 - Issue 4 doi: 10.21506/j.ponte.2021.4.1 Abstract:With the acceleration and deepening of globalization, intercultural conflicts have become an inevitable problem in the increasing intercultural contacts. Therefore, this essay conducts a bibliometric study on intercultural conflict research by using CiteSpace software to analyzing 139 academic articles from the year 2000 to 2020 in four aspects: the distribution of publication outputs, major subject categories, highly cited authors, and research hotspots. The research ?ndings show that the overall trend of the number of published papers on intercultural conflict research is increasing and the major journal sources are International Journal of Intercultural Relations, International Journal of Conflict Management, Cross Cultural & Strategic Management, Human Relations, and Journal of Cross-Cultural Psychology. The top five highly publication subject categories are Psychology, Business & Economics, Management, Social Sciences-Other Topics, and Communication. The top five highly cited authors are Geert Hofstede, Kwok Leung, Michele Gelfand, Harry Triandis, and Christopher Earley. The top four research hotspots are conflict management, conflict avoidance, conflict resolution, and cultural-values conflict. These findings to the status and trends of intercultural conflict research provide an abundant and clear snapshot of this field; this might assist researchers and scholars to deepen the understanding of intercultural conflict and shed new light on future directions. Download full text:Check if you have access through your login credentials or your institution Username Password

The Study of The Level of Environmental Consciousness and the Efficiency of Environmental Education Students

A leading role of the ecological culture of society in solving the problems of the modern ecological crisis, the importance of environmental education in the formation of the ecological world outlook of young people, especially students, to ensure the successful sustainable development of the state, determines the relevance of research. The purpose of the work is to assess the level of environmental consciousness of students, the impact on it of environmental education during the period of study at universities. The research was carried out by questioning, testing students of the National Metallurgical Academy of Ukraine of different courses and directions of training with the following analysis of their results. During the research methods M. Rokicha, "Dominant" and "Naturfil" were used. These techniques are proven, fairly versatile, easy to use and very popular in practice. As a result, the structure of value orientations and the place of nature in the student values system, the degree of priority of their relation to nature, the indicators of the formation of environmental consciousness on individual components and in general, the dynamics of its changes during the study at the academy was determined. It is established that evaluation of the importance of instrumental and terminal values in different groups of students is close to each other and they attribute nature to secondary values. This is confirmed by the diagnostic data based on the modified "Dominant" techniques, where nature takes place in a group with average dominance. Most students have an average level of intensity in relation to nature, but environmentalists% of high levels are about 2 times more likely than other students and less than% of levels with a reduced attitude to nature. Ecologists have a close connection between the time of training and the level of components of environmental consciousness. Other students do not have such a positive dynamic. At the senior courses there is even a decline in the level of attitude to nature. This gives evidence of the urgent need to adjust the content of technical disciplines and strengthen their environmental component. Keywords: Higher education; Environmental consciousness; "Dominant" techniques; Methods M. Rokicha   References Aikens, K., McKenzie, M. & Vaughter, P. (2016). Environmental and sustainability education policy research: A systematic review of methodological and thematic trends, Environmental Education Research, 22, pp. 333–359. Babenko, L.V., Ivanov, �?.�?., Zosimov B.Yu. (2017). Ecologization of education and environmental education and their influence on the formation of consciousness from the standpoint of the concept of sustainable development, Theory and practice of metallurgy, 3-4, 110-111, pp. 174-176 (in Ukrainian). Blyznyuk, T.P. (2017). Generational culture of baby boomers in Ukraine: value-oriented approach, in: Science and society: Collection of scientific articles, Edizioni Magi, Roma, Italy, pp. 41–47. Bobyliev, V.P., Ivanov, I.I., Projdak, Yu. S. (2014). Methodology and organization of scientific research, IMA-press, Dnipropetrovsk 2014 (in Ukrainian). Bonnett, M. (2012). Environmental concern, moral education and our place in nature, Journal of Moral Education, 41, pp. 285–300. Cherdymova, E. I., Afanasieva, S. A. Parkhomenko A. G.,Ponyavina, M. B., Yulova, E. S., Nesmeianova, I. A.&Skutelnik, O. A. (2018). Student ecological consciousness as determining component of ecological-oriented activity, Eurasian Journal of Biosciences, 12, 2, pp. 167-174 Curry, P. (2011). Ecological Ethics, Polity Press, Cambridge, UK 2011. Deryabo, S. D.&Yasvin, V. A. (1995). Methods of diagnostics and correction of attitudes towards nature, TsKFL RAO, Moscow 1995 (in Russian). Dzhamalova, B. B., Sorokoumova, E. A., Glazkova, I. N., Dementieva, Y. V., Pavlushin, A. A, Shuaipov, M. M., Sayfutdinova, G. B. & Krasheninnikov, S. V. (2019). Research of Student Ecological Intention Development Level, Ekoloji, 28 (107), pp. 289-297. Ivanov, �?. �?., Vaschсhenko, K. V.& Lapina, O. S. (2018). Ecological component in the humanization of modern education, in: International scientific journal Acta Universitatis Pontica Euxinus. Special number, 2018 XIV international conference, Varna, Bulgaria, pp. 236 – 240 (in Ukrainian). Jadhav, A.S., Jadhav, V.V. & Raut, P. (2014). Role of Higher Education Institutions in Environmental Conservation and Sustainable Development: A case study of Shivaji University, Maharashtra, India, Environmental Earth Sciences, 4, pp. 17–29. Khinkanina, A. I. &Serova, O. E. (2016). Characteristics of Value and Professional Orientation of the Technical University Students as Ideal Views on the Activity Goals, International Journal of Environmental & Science Education, 11, 13, pp. 5942-5950. Kopnina, H. &Meijers, F. (2014). Education for sustainable development (ESD). Exploring the oreticaland practical challenges, International Journal of Sustainability in Higher Education, 15, 2, pp. 188-207. Liu, S. & Guo, L. (2018). Based on Environmental Education to Study the Correlation between Environmental Knowledge and Environmental Value.Eurasia Journal of Mathematics, Science and Technology Education, 14, pp. 3311–3319. Maravi�?, M., Cvjeti�?anin, S. & Ivkovi�?, S. (2014). Level of Environmental Awareness of Students in Republic of Serbia, World Journal of Education, 4, 3, �?�?. 13-18. Panov, V. I., Gagarin, A.V.& Serdakova, K.G. (2004). Ecological psychology, Science, Moscow 2004 (in Russian). Popova, T. V. (2013). Ecological culture of a higher school teacher, Publishing House of Moscow State Technical University N. E. Bauman, Moscow 2013(in Russian). Ramirez, R.I.S. (2017). Student Leadership Role for Environmental protection. Asia Pacific Journal of Multidisciplinary Research, 5, 2, pp. 204–211.  Rokeach, M. (1979). Understanding human values: individual and societal, The Free Press,New York 1979. Shelest, K. D.,  Ionov V. V. & Tikhomirov, L. Y. (2017). Environmental awareness raising through universities – city authorities’ cooperation,International Journal of Sustainability in Higher Education, 18, 1, pp. 39-49. Slezackova, A., Cefai, C., Cejkova, E., & Gassmann, S. (2018). The role of life values in subjective well-being among Czech and Maltese university students. Psiholoska Obzorja / Horizons of Psychology,27, �?�?. 35-47. Slinkova, O. K., Slinkov, A. M., Grudistova, E. G., Koroleva, I. S. & Klimova, T. B. (2015). Study of Value Orientations among Russian Students, The Social Sciences, 10, 6, pp. 1493-1498. Vauclair, Сh., Hanke, K., Fischer, R. &Fontaine. J. (2011). The Structure of Human Values at the Culture Level: A Meta-Analytical Replication of Schwartz’s Value Orientations Using the Rokeach Value Survey, Journal of Cross-Cultural Psychology, 42, 2, pp. 186-205. Żeber–Dzikowska, I., Chmielewski, Ja. & Lachowski, S. (2016). Natural resources as a value important to the development of ecological consciousness of the polish society, Environmental protection and natural resources, 27, 3(69), pp. 30-34. Zvereva I.I. (2015). The Contents of Value Orientations of Students in the Conditions of Military Education, Psychological Science & Education, 7, 2, p�?. 59-71. (in Russian).

Developing A Cross-Cultural Conceptual Framework for the Validation of the Advanced Clinical Solutions (ACS)-SP: Assessing Social Perception in Latinx Populations

Abstract Objective Develop a cross-cultural conceptual framework for the validation of the Advanced Clinical Solutions (ACS) Social Perception subtest to effectively assess Latinx populations. Method The framework serves to examine and evaluate the composition of the normative sample of the ACS-SP using eight key variables taken from the ECLECTIC framework, specifically education (e.g., literacy), acculturation levels (e.g., race, ethnicity), language (e.g., proficiency), economics (e.g., SES), communication styles, testing comfort, intelligence conceptualization, and context of immigration (Fujii, 2018). In addition, the model assesses the normative sample in reference to the intersectionality of identities (Cole, 2009; Wadsworth et al., 2016) across cultural and demographic variables that may influence the expression of emotion, and consequently, the interpretation of ACS-SP results. The model applies an Etic-Emic approach to address the question of cross-cultural validity of the ACS-SP (Cheung, van de Vijver & Leong, 2011). Finally, the model can be applied to examine the ACS-SP in relation to cultural intelligence (CQ), a more recently established construct defined as an individual’s ability to function effectively inter-culturally (Ang, Rockstuhl, & Tan, 2015). Discussion A large body of research has shown that the expression and measurement of social cognitive abilities are greatly influenced by cultural factors (Elfenbein & Ambady, 2002). For example, studies have shown that the expression of these abilities may be greatly influenced by cultural differences in display rules. Likewise, it is equally important to consider key cultural variables such as those related to socioeconomic status (SES), demographics, and identity in the neuropsychological assessment of social perception in Latinx populations. Therefore, the model conducts a cross-cultural analysis of the ACS-SP. References Ang, S., Rockstuhl, T., & Tan, M. L. (2015). Cultural intelligence and competencies. International Encyclopedia of Social and Behavioral Sciences, 2, 433-439. Cheung, F. M., Leung, K., Fan, R. M., Song, W. Z., Zhang, J. X., & Zhang, J. P. (1996). Development of the Chinese personality assessment inventory. Journal of Cross-Cultural Psychology, 27(2), 181-199. Cole, E. R. (2009). Intersectionality and research in psychology. American psychologist, 64(3), 170. Elfenbein, H. A., & Ambady, N. (2002). On the universality and cultural specificity of emotion recognition: a meta-analysis. Psychological Bulletin, 128(2), 203. Fujii, D. E. M. (2018) Developing a cultural context for conducting a neuropsychological evaluation with a culturally diverse client: The ECLECTIC framework. The Clinical Neuropsychologist, 32(8), 1356-1392, DOI: 10.1080/13854046.2018.1435826. Wadsworth, L. P., Morgan, L. P., Hayes-Skelton, S. A., Roemer, L., & Suyemoto, K. L. (2016). Ways to boost your research rigor through increasing your cultural competence (part 1 of 2). The Behavior Therapist.

Configurations of Autonomy and Relatedness in a Multiethnic U.S. Sample of Parent-Adolescent Dyads.

Configurations of autonomy and relatedness were explored in 232 adolescent-parent dyads. Youth (58% female) were 13-18years old and ethnically diverse (38% Latino American, 32% European American, 30% African American). Cluster analysis was used to identify three distinct groups based on youth and parent reports of parental autonomy support and family relatedness. The three clusters differed on key demographics (e.g., parent education and income, immigrant background, ethnicity) and theoretically relevant indicators of family and individual functioning (e.g., parent and youth reports of decisionmaking and family obligations; youth-reported attachment and minor delinquency). Findings provide empirical support for theoretical models of autonomy-relatedness (e.g., Journal of Cross-Cultural Psychology, 36, 2005, 403) and contribute to understanding of how autonomy and relatedness intersect to influence adolescent and family adaptation.

Off to Great Places! Celebrating 50 Years of the Journal of Cross-Cultural Psychology

Off to Great Places! Celebrating 50 Years of the <i>Journal of Cross-Cultural Psychology</i>

The relationship between sociocultural factors and autobiographical memories from childhood: the role of formal schooling

ABSTRACTCross-cultural differences in autobiographical memory (AM) are associated with cultural variations. In models of the self and parental reminiscing style, but not many studies have analysed the relationship between AM and specific cultural practices such as formal schooling. Theoreticians like [Greenfield, P. M. (2009). Linking social change and developmental change: Shifting. pathways of human development. Developmental Psychology, 45, 401–418. doi:10.1037/a0014726; Kağitçibaşi, C. (2005). Autonomy and relatedness in cultural context. Implications for self and family. Journal of Cross-Cultural Psychology, 36, 403–422. doi:10.1177/0022022105275959] and [Keller, H. (2007). Children development across cultures. New York: Lawrence Erlbaum Associates] have considered formal schooling as an engine towards the model of independence; however, the empirical evidence in this regard is inconclusive: while some studies found evidence of a relation between formal schooling and characteristics of AM, others did not. To solve this inconsistency, the present study compared orally narrated childhood memories of Mexican adults with three different levels of education (from rudimentary literacy to university). Results support a relationship between formal schooling and AM in the predicted direction: More educated participants reported longer, more specific and more self-oriented memories than those with less schooling experience did. Some gender differences were also observed, with males generally reporting more individually and less socially oriented memories than females, except for university level participants. We conclude that these results support Greenfield’s theory about formal schooling as a sociocultural factor that promotes the cultural pathway to independence, as well as complexity and context-boundedness of gender differences in AM.

Notice

Fleischmann, F., &amp; Phalet, K. (2018). Religion and National Identification in Europe: Comparing Muslim Youth in Belgium, England, Germany, the Netherlands, and Sweden. Journal of Cross-Cultural Psychology, 49(1), 44-61. doi:10.1177/0022022117741988 This article was inadvertently published early. It was intended for publication in this Special Issue ‘Europe’s Culture(s)’, edited by Matthias S. Gobel, Verónica Benet-Martinez, Batja Mesquita, and Ayse K. Uskul, Volume 49, No. 6, published July 2018, where it is reprinted for the convenience of the readers. Online readers are requested to kindly access this article as above at the doi:10.1177/0022022117741988.

Satisfaction and frustration of autonomy and relatedness needs: Associations with parenting dimensions and psychological functioning

Framed from Basic Psychological Needs Theory (Ryan and Deci in American Psychologist 55:68–78; Ryan, Deci, American Psychologist 55:68–78, 2000) and Kagitcibasi’s Autonomous-Related Self Theory (Journal of Cross-Cultural Psychology 36:1–20; Kagitcibasi, Journal of Cross-Cultural Psychology 36:1–20, 2005), the study examined the relationships of adolescents’ satisfaction and frustration of autonomy and relatedness, with (a) adolescents’ perception of mother’s and father’s psychological control and autonomy support, and (b) adolescents’ self-acceptance and anxiety. Participants were 556 adolescents (M = 17.25, SD = 0.92). Path analysis showed more significant associations of autonomy support with satisfaction/frustration of autonomy and relatedness than psychological control, reporting also some differences between parents. Moreover, both satisfaction and frustration of autonomy and relatedness were associated with adolescents’ self-acceptance and anxiety although in different ways. Our study provides further data, useful to understand how needs for autonomy and relatedness are associated with parenting dimensions and contribute to the adjustment of adolescents living in psychologically interdependent cultures, taking into account the role of each parent as well as the separate contribution of need satisfaction and need frustration.

Interrelationships of Personal Values: A Moderated Mediation Analysis Based on Gender and Age

The present study describes ten personal values expressed by men and women from two countries, and it explores the relationships between two opposing values, Achievement and Benevolence, specifying Stimulation as a mediator between them. It is further explored whether such a mediation model could be further qualified by age and Gender as moderators. The 40-item Portraits Values Questionnaire (PVQ), measuring ten basic values, was administered to 1,000 young adults from two countries. Hierarchical regression methods were applied to examine mediation and moderation mechanisms.Minor gender and country differences emerged for some of the ten basic values. An indirect relationship among the three selected values was identified. Stimulation was found to operate as a mediator between achievement and benevolence. A conditional process model was established with Gender moderating the Achievement – Stimulation path (men had a steeper slope than women), whereas age moderated the Stimulation – Benevolence path (younger individuals had a steeper slope than older ones). Gender also moderated the Achievement – Benevolence path (men had a steeper slope than women). For men, the association between achievement and stimulation was stronger than for women. For the younger persons, the association between stimulation and benevolence was stronger than for older ones. For women, the level of benevolence was independent of their achievement level. The present analyses shed new light on indirect and differential associations among personal values, adding a novel perspective to research on cognitive mechanisms involved in the ten basic values’ becoming.&#x0D; References&#x0D; &#x0D; Bardi, A., &amp; Schwartz, S.H. (2003). Values and behaviour: Strength and structure of relations. Personality and Social Psychology Bulletin, 29(10), 1207–1220.&#x0D; Berlyne, D. Conflict, arousal and curiosity. New York: McGraw-Hill. 1960.&#x0D; Burgoyne, C.B. &amp; Lea, S.E.G. (2006). Money is material. Science, 314(5802), 1091–1092.&#x0D; Hayes A. (2013). Introduction to mediation, moderation, and conditional process analysis: a regression-based approach. New York: Guilford Press.&#x0D; Kluckhohn, C. (1951). Values and value-orientations in the theory of action: An exploration in definition and classification. In: Toward a General Theory of Action, (pp. 388-433). T. Parsons &amp; E. Shils (Eds.), Cambridge, MA: Harvard University Press.&#x0D; Korman, A. (1974). The Psychology of Motivation. Englewood Cliffs, NJ: Prentice-Hall.&#x0D; Maio, G. R., Hahn, U., Frost, J., &amp; Cheung, W. (2009). Applying the value of equality unequally: Effects of value instantiations that vary in typicality. Journal of Personality and Social Psychology, 97(4), 598–614.&#x0D; Maio, G.R., Pakizeh, A., Cheung, W.Y. &amp; Rees, K.J. (2009). Changing, priming, and acting on values: effects via motivational relations in a circular model. Journal of Personality and Social Psychology, 97(4), 699–715.&#x0D; Maslow, A.H. (1965). Eupsychian management. Homewood, IL: Dorsey.&#x0D; Parks-Leduc, L., Feldman, G., &amp; Bardi, A. (2015). Personality traits and personal values: A meta-analysis. Personality and Social Psychology Review, 19(1) 3–29.&#x0D; Parsons, T. &amp; Bales, R. F. (1953). Family, Socialization, and Interaction Process. Glencoe: Free Press.Prince-Gibson, E., &amp; Schwartz, S. H. (1998). Value priorities and gender. Social Psychology Quarterly, 61, 49-67.&#x0D; Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology, 25, 1-65.&#x0D; Schwartz, S. H. &amp; Sagiv, L. (2000). Value Priorities and Subjective Well-Being: Direct Relations and Congruity Effects. European Journal of Social Psychology, 30, 177-198.&#x0D; Schwartz, S. H., Melech, G., Lehmann, A., Burgess, S., Harris, M., &amp; Owens, V. (2001). Extending the cross-cultural validity of the theory of basic human values with a different method of measurement. Journal of Cross Cultural Psychology, 32, 519-542.&#x0D; Vohs, K.D., Mead, N.L. &amp; Goode, M.R. (2006). The psychological consequences of money. Science, 314 (5802), 1154–1156.&#x0D; Wade, M.D., Liu, L.A. &amp; Vacek, J. (2011). Values and Upward Influence Strategies in Transition: Evidence From the Czech Republic. Journal of Cross-Cultural Psychology, 42 (2), 288–306.&#x0D;

Gender in culture-inclusive psychologies: A situated and selective mapping of historical and contemporary territories

Culture-inclusive psychologies, despite large theoretical and methodological differences, agree on the importance of culture for shaping mental phenomena, human behavior, and actions. How do these psychologists address gender? It is very common in psychology to frame gender as innate and determined by a male–female schema of reproduction. Do culture-inclusive psychologies depart from this schema and look into ways in which gender-related phenomena are culturally shaped? This article overviews two types of psychological texts. First, it examines classic psychological texts belonging to four selected schools of thought: cultural-historical psychology (Leont’ev, Luria, Vygotsky), critical psychology (Holzkamp, Holzkamp-Osterkamp), social constructionism (Mary and Kenneth Gergen), and action-oriented cultural psychology (Boesch, Straub). Second, it compares articles published in the Journal of Cross-Cultural Psychology and Culture &amp; Psychology. This overview reveals that differences in conceptualizing gender are significant, covering a spectrum ranging from naturalistic to constructionist frameworks.

Intersubjective Norms

Morris, M. W., & Liu, Z. (2015). Psychological functions of subjective norms: Reference groups, moralization, adherence and defiance. Journal of Cross-Cultural Psychology, 46, 1279-1360. Pepitone, A. (1976).Toward a normative and comparative biocultural social psychology. Journal of Personality and Social Psychology, 34, 641-653. Shteynberg, G., Gelfand, M. J., & Kim, K. (2009). Peering into the “magnum mysterium” of culture. Journal of Cross-Cultural Psychology, 40, 46-69. Shteynberg, G. (2015). Shared Attention at the Origin: On the Psychological Power of Descriptive Norms. Journal of Cross-Cultural Psychology, 46, 1245-1251. Tam, K.-P., Lee, S.-L., Kim, Y.-H., Li, Y., & Chao, M. M. (2012). Intersubjective model of value transmission: Parents using perceived norms as reference when socializing children. Personality and Social Psychology Bulletin, 38, 1041-1052. Wan, C. (2015). Understanding cultural identification through intersubjective cultural representation. Journal of Cross-Cultural Psychology, 46, 1267-1272. Zou, X., Tam, K., Morris, M., Lee, S. L., Lau, I. Y., & Chiu, C. Y. (2009). Culture as commonsense: Perceived consensus versus personal beliefs as mechanisms of cultural influence. Journal of Personality and Social Psychology, 97, 579-597.

Bibliometric Analysis of the Journal of Cross- Cultural Psychology During the First Ten Years of the New Millennium

A bibliometric analysis of research articles published in the Journal of Cross-Cultural Psychology ( JCCP) during the first 10 years (2001-2010) of the new millennium was provided. There were 457 original research articles, which were cited 6,187 times in 4,227 citing papers (January 25, 2012). Although the largest number of articles were authored by researchers from the United States (52.3%), Canada (12.0%), and People’s Republic of China (11.6%), the highest impact articles were written by Israeli (30.5 citations per article), Estonian (29.5), and Swiss (23.6) psychologists. The country self-citation rates or biases were highest in the United States (+22.9%), the Netherlands (+20.7%), and People’s Republic of China (+20.5%), showing that the small-world networks operate most strongly in these three countries. As revealed by a cross-journal citation pattern, JCCP had the strongest influence on personality and social psychology research and negligible on intelligence and cognitive research. The impact of the research articles published in JCCP on the core psychology journals remained at the same (modest) level, while the journal self-citation bias demonstrated a slight increase during the last 10 years.

Commentary on papers to investigate the international assessment of mathematical knowledge for teaching

The guest editors and contributors to this issue of ZDM onthe topic of mathematical knowledge for teaching (MKT)are to be congratulated for the quality of their research, fortheir contributions to the effective teaching of mathematicsand success of students, and for the interest and furtherresearch these five papers will undoubtedly generate. Thereare many aspects of the papers to like and one of them isthat the papers describe teacher education work movingforward in five countries—Ghana, Iceland, Indonesia, Ire-land and Korea. My prediction is that we will see both anexpansion of this type of research in other countries, andwe will see teacher education researchers in science,reading, social studies, and other subjects developingvariations of the MKT instrument for their own use. Ibelieve this collection of papers and the research alreadypublished by Deborah Ball, Sean Delaney, and their col-leagues, is going to have an immense impact on teachereducation research.What made the papers especially interesting to me isthat all of the papers addressed the important methodo-logical problem of translating and adapting instrumentsfrom one language and culture to another. The papers areabout relevant methodologies and their findings. Becauseof the influence of these papers not only on the substantiveissues of teaching mathematics, but on the methodology ofadapting instruments, I wish the papers had acknowledgedor referenced the International Test Commission (ITC)Guidelines for Test Adaptation (http://www.itctestcom.org).These validated guidelines have been used in manycountries and were developed by seven internationalorganizations of psychologists. They are frequently cited inthe international testing literature, and because of theirpopularity, a second edition has been prepared and is aboutto be released. These ITC Guidelines would have provideda framework for each of the research teams (and researchteams to come) and I think the methodologies used by theresearch teams would have been even better and moreuseful. Instruments like the MKT are increasingly beingadapted to support an expansion of research and often tocarry out cross-cultural research. As useful as I think theITC Guidelines are, I think the work by Delaney (cf. 2008and this issue) is an outstanding example too of testadaptation methodology. That the researchers in this issuetook their inspiration from the Delaney et al. study is veryimportant too.Overall, I think the papers used excellent methodolo-gies, and the adapted instruments are going to be valuableto researchers in these five counties as well as the UnitedStates for many years to come. At the same time, somemethodological changes would have improved the use oftranslators and judgmental designs in this work. Translatorsneed to know the languages and the cultures involved in theadaptation. It is surprising to note that these characteristicsare not always respected, and the educational and psy-chological journals are littered with papers that did notfollow these guidelines. Ype Poortinga, a well-knowncross-cultural psychologist and past editor of the Journal ofCross Cultural Psychology, once noted that 80 % of thecross-cultural research prior to 1990 should not have beenpublished because of the poor quality of the translationsand adaptations (see Hambleton, Merenda, & Spielberger,2005). It is desirable too that translators know somethingabout the construct being investigated and instrumentdevelopment. Without these skills they are not wellequipped to carry out an effective translation and

The Legacy of John and Beatrice Whiting for Cross-Cultural Research on Children and Adolescents: Special Issue of the Journal of Cross-Cultural Psychology

The Legacy of John and Beatrice Whiting for Cross-Cultural Research on Children and Adolescents: Special Issue of the Journal of Cross-Cultural Psychology