Cross-Cultural Learning Within a Counseling Program: The Case of Handong Global University, South Korea

The present study examined the relationship between appearance-related social comparison on social networking services (SNSs) and body esteem in a cross-cultural context (three European countries, i.e., Austria, Belgium, and Spain, versus one Asian country, i.e., South Korea). The role of self-worth contingency on others’ approval was considered to be a psychological and cultural factor. Utilizing a large-scale cross-national survey of early and middle adolescents in 2017, the responses of female adolescents (N = 981) were analyzed. The results generally support the findings from previous studies but also reveal cultural differences. Appearance comparison on Facebook negatively influenced girls’ body esteem in all European countries, but not in South Korea. Self-worth contingency on others’ approval negatively influenced girls’ body esteem across all four countries. Finally, a positive relationship between self-worth contingency on others’ approval and appearance comparison on Facebook was found in all European countries, but not among Korean girls. These findings suggest the importance of self-worth contingency on others’ approval and cultural contexts can be used to study the effects of body image-related SNS use.

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If only cultural chameleons could fly too

International Journal of Cross Cultural Management ◽

10.1177/1470595812439872 ◽

2012 ◽

Vol 12 (2) ◽

pp. 229-245 ◽

Cited By ~ 33

Author(s):

Maribel Blasco ◽

Liv Egholm Feldt ◽

Michael Jakobsen

Keyword(s):

Intercultural Competence ◽

Cultural Intelligence ◽

Learning Processes ◽

Cross Cultural ◽

Cultural Learning ◽

Cultural Dimension ◽

Short Term ◽

Semiotic Perspective ◽

Human Attributes

The article offers a critique of the concept of cultural intelligence (CQ) from a semiotic perspective. It addresses three assumptions that underpin the CQ concept: that CQ exists, that conflict and misunderstandings are antithetical to CQ and that metacognition involves a cultural dimension. The analysis focuses in particular on the dimension of cultural metacognition which has recently been claimed to be the CQ concept’s main contribution compared to earlier concepts such as cross-cultural or intercultural competence, a claim which is found to be overstated. The article uses the example of CQ training to illustrate the need for greater attention to context and motivation when CQ is deployed for business purposes, as well as to the role of experience in cultural learning processes. At a broader level, the article urges caution in assuming that all human attributes can be trained for business purposes, especially through short-term interventions.

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The asset of cultural pluralism: an account of cross-cultural learning in pre-service teacher education

Teaching and Teacher Education ◽

10.1016/s0742-051x(99)00067-0 ◽

2000 ◽

Vol 16 (3) ◽

pp. 365-387 ◽

Cited By ~ 24

Author(s):

Carola Conle ◽

Dan Blanchard ◽

Karen Burton ◽

Arlene Higgins ◽

Mei Kelly ◽

...

Keyword(s):

Teacher Education ◽

Cultural Pluralism ◽

Cross Cultural ◽

Cultural Learning ◽

Pre Service Teacher Education ◽

Pre Service Teacher

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Anger as a Mediator Between Peer Victimization and Deviant Behavior in South Korea: A Cross-Cultural Application of General Strain Theory

Crime & Delinquency ◽

10.1177/0011128718806699 ◽

2018 ◽

Vol 65 (8) ◽

pp. 1102-1122 ◽

Cited By ~ 5

Author(s):

Gyeongseok Oh ◽

Eric J. Connolly

Keyword(s):

South Korea ◽

Peer Victimization ◽

Deviant Behavior ◽

General Strain Theory ◽

Strain Theory ◽

Cross Cultural ◽

General Strain

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Exploring the influence of technological support, cultural constructs, and social networks on online cross-cultural learning

Australasian Journal of Educational Technology ◽

10.14742/ajet.6038 ◽

2020 ◽

Vol 36 (3) ◽

pp. 104-118

Author(s):

Rustam Shadiev ◽

Yueh-Min Huang

Keyword(s):

Social Network ◽

Language Translation ◽

Cross Cultural ◽

Learning Activity ◽

Cultural Learning ◽

Technological Support ◽

Network Characteristics ◽

Cultural Constructs ◽

Group I ◽

Group Ii

In this study, we carried out an online cross-cultural learning activity supported by speech-enabled language translation technology on a social network service with representatives from 13 nationalities. The participants were assigned into two groups: Group I discussed the traditions and related culture of interest whereas Group II discussed traditions, culture, and any other topics of interest. We tested the effectiveness of the learning activity supported by speech-enabled language translation technology on cross-cultural learning; analysed the social network; measured the cultural constructs, and investigated the relationship between the cultural constructs and cross-cultural learning. The results revealed that Group I outperformed Group II in terms of both procedural and declarative knowledge. The results showed that Group II had better social network characteristics; for example, Group I had fewer edges and a lower average network degree than Group II. In terms of cultural constructs, the results related to power distance, individualism, and uncertainty avoidance were contradictory to those of earlier research. Finally, we found no relationship between the cultural constructs and cross-cultural learning. In this paper, we discuss implications for and suggestions to the field of technology-supported cross-cultural learning based on the results.

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