Cultural Differences in Self-Esteem

Author(s):  
Takeshi Hamamura
Author(s):  
Sue Conger

In an average semester, five or more countries will be represented in the typical information technology classroom. This diversity requires fleetness to develop trust, awareness of our cultural differences and requirements, and students' free participation. It also requires understanding of components of self-esteem and how it relates to learning; bricolage and when to deviate from planned activities; and many forms of experiential learning. This chapter develops these concepts and demonstrates how to effectively weave them together in engaging students from many cultures. The benefits of the work this effort involves many students who learn today and apply tomorrow in internships, and who, years later, return with tales of successes that build on foundations of concepts and techniques learned in such courses.


2016 ◽  
Vol 22 (5) ◽  
pp. 720-735 ◽  
Author(s):  
Jarrod M. Haar ◽  
David Brougham

AbstractThe present study investigates the influence of cultural differences on organisational-based self-esteem within New Zealand. A sample of 211 New Zealand European employees and 291 Māori (indigenous people of New Zealand) employees answered a range of questions on organisational-based self-esteem, job, and mood outcomes. Findings suggest that organisational-based self-esteem was directly associated with job satisfaction, organisational commitment, and organisational citizenship behaviours, as well as positive and negative affect. Relationships between variables were tested for each sample separately and for a combined sample. A comparison between the separate and combined samples was also investigated. The findings from this study suggest that organisational-based self-esteem has a greater influence on job outcomes and mood outcomes for Māori when compared with New Zealand Europeans. This could be because employment fulfils a basic need for self-determination. The present study suggests the implementation of tailored management policies to support cultural differences within New Zealand’s vibrant and diverse workforce.


1995 ◽  
Vol 81 (1) ◽  
pp. 123-127 ◽  
Author(s):  
Christopher Bagley ◽  
Kanka Mallick

Responses to a 68-item Adolescent Stress Scale of 14- to 16-yr.-olds in Canada ( n = 369), Britain ( n = 217), and Hong Kong ( n = 349) were compared. Four common subscales identified by principal component analysis emerged in the three samples. Scores on subscales (Relationship Problems, Abuse at Home, Scholastic and Career Problems, and Loneliness and Social Isolation) were significantly correlated for both sexes with negative self-esteem scores in the three national groups. Differences in stress between cultures were explicable in terms of known cultural differences.


2008 ◽  
Vol 36 (6) ◽  
pp. 851-864 ◽  
Author(s):  
Junsheng Hu ◽  
Ye Yang ◽  
Dengfeng Wang ◽  
Yang Liu

The aim in this study was to examine whether contingency of domain self-esteem moderates the effect of domain self-esteem on global self-esteem. Chinese university students (N = 320) completed the Contingencies of Self-worth Scale and the Self-worth Questionnaire (both by Yang, Hu, Pang, & Wang, 2007) and the Chinese version (Robinson, Shaver, & Wrightsman, 1997) of the Rosenberg Self-esteem Scale (Rosenberg, 1965). Results indicated that in domains that the individual could control, such as ability or behavior style, domain self-esteem directly influenced global self-esteem; in domains that the individual could not control, such as appearance and nationality, contingency of domain self-esteem moderated the effect of domain self-esteem on global self-esteem. Cultural differences in contingencies of domain self-esteem are also discussed.


Author(s):  
Fiouna Ruonan Zhang ◽  
Nicky Chang Bi ◽  
Louisa Ha

In this study, we explored the motivations and the effects of selfie taking, posting, and viewing. To understand the selfie phenomenon, we conducted in-depth interviews with 16 American and Chinese students. The findings suggest that the selfie phenomenon among American students is not necessarily related to narcissism and low self-esteem, as argued in many previous literatures. Contrarily, selfie usage among Chinese students is more associated with narcissism (self-indulgence in recreational selfie-taking) and impression management (selfie-editing to improve online self-image). In the general, selfie taking, viewing, and posting behaviors could be conceptualized as more than just a display of narcissism, but also as a new way of communication, life-recording, online impression management, and relationship management. Cultural differences between American and Chinese students' use of selfies are also discussed.


Humaniora ◽  
2010 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Antonius Atosökhi Gea

People have different perception about themselves, especially in the case of they are independent or interdependent people in their life. The article discussed the different of self concept related to cultural differences, especially between individual and collective cultures. The different concept on “self” brings a big influence on cognitive development, motivation, and emotion. On the other hand, culture also has impacts on human behavior development, especially those related to locus of control and self esteem. Both individual and collective cultures have some impacts on to what extend a person can be a supervisor towards his own behavior. Locus of control can be available either in internal or external of a person. Collective culture is more supportive in achieving global self esteem, while individual culture more tends to achieve self competence, another aspect of self esteem. Related to the determination of the five-factor model personality that has been acknowledged as the basic of basic human personality, it can be concluded that culture, self, and personality can be built from human internal, combined by some inputs of his environment which play important role to activate those mechanism.


2021 ◽  
Author(s):  
◽  
Chan-Hoong Leong

<p>Contemporary research on acculturation tended to focus on the sojourners' or immigrants' perspectives on adaptation. The current dissertation however, centers on recipient nationals' attitudes toward immigrants and perceptions of multiculturalism. Three distinctive frameworks to study host nationals' perceptions are adopted; they include: (1) intergroup relations, (2) individual differences, and (3) cultural differences. Five separate studies were done based on the three frameworks using attitudes toward Chinese immigrants as the dependent measure in all except the final study. Based on the intergroup framework, Study 1 and 2 examined the influence of intergroup contact, national pride, perceived permeability, fairness, threat and host community acculturation strategies. Results showed that decreased contact and increased threat predicted less favorable perception towards immigrants (Study 1); respondents who espoused a need for immigrant assimilation and exclusionism, and those who adopted a less individualistic perception towards migration tended to express a more negative attitude (Study 2). Based on an individual differences framework, Study 3 and 4 examined the influence of social dominance orientation, self-esteem, individualism-collectivism, national pride and personal values. Increased self-esteem and collectivism predicted more favorable attitudes toward immigrants, and increased social dominance orientation predicted less favourable perceptions among host nationals who rated high on individualism (Study 3); respondents who placed greater emphases on security and achievement motivation have expressed more negative attitudes, but endorsement of stimulation value predicted more favourable perceptions (Study 4). In the final study, cultural differences were adopted as correlates of attitudes. Secondary data from the Eurobarometer (2000) and Schwartz's and Hofstede's typologies of cultural differences were used. Based on Schwartz's model, increased mastery was associated with less multicultural optimism; increased egalitarian commitment was linked to lesser support for policies that promote co-existence; and increased harmony was related to less demand for cultural assimilation. Based on Hofstede's model, increased masculinity was associated with less multicultural optimism and lower demand for cultural assimilation; and increased uncertainty avoidance was related to decreased multicultural optimism. Overall, two broad dimensions of acculturation experience have emerged from the research, first one is based on an 'invasion' perspective and the second one reflects an 'enrichment' experience.</p>


2013 ◽  
Vol 14 (1) ◽  
Author(s):  
Rahmat Yusny

The theory of politeness suggests strategies in social interaction by which a person can use to save the hearer’s face upon the effect of face-threatening acts or FTAs. Face threatening acts are described by Brown and Levinson as the acts that infringe the hearer’s need of maintaining his/her self-esteem and be respected. Brown and Levinson accepted that the notion of face is respected as universal norms or values subscribed to by the members of the society. In that regard, this article provides a discussion about various viewpoints on the debate of universality of politeness theory and criticisms addressed by eastern-pragmaticists that this theory should not be seen as universally applicable. Cultural differences, as suggested by non-western pragmaticists, accord what is accepted in the context of face in western culture to be not accepted in other cultures. Therefeore, although we accept that Brown & Levinson’s theory has made a significant breakthrough in elaborating politeness, appropriation of this theory should be accounted in intercultural communication instead to accept it as universal.


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