Cross-Cultural Comparison of the Benign and Malicious Envy Scale (BeMaS) Across Serbian and US Samples and Further Validation

2021 ◽  
pp. 1-12
Author(s):  
Bojana M. Dinić ◽  
Marija Branković
Keyword(s):  
Self Esteem ◽  
Cross Cultural ◽  
Cultural Validity ◽  
Cross Cultural Comparison ◽  
Malicious Envy ◽  
Item Functioning ◽  
The Us ◽  
Benign Envy ◽  
Positive Correlations ◽  
Adequate Measurement

Abstract. The aim of this research was to validate the dual conception of envy in Serbian culture, measured by the Benign and Malicious Envy Scale (BeMaS). In Study 1 ( N = 404), the results confirmed cross-cultural invariance of the Malicious Envy scale across Serbian and US samples, with the US sample obtaining higher scores. However, two items in the Benign Envy scale showed significant differential item functioning across samples. Nonetheless, both scales in Serbian showed adequate measurement precision (information) and the expected distinction in relations with narcissistic admiration, narcissistic rivalry, and self-esteem, with more aversive characteristics associated with Malicious Envy. In Study 2 ( N = 404), Malicious Envy showed a negative relation with Conscientiousness and Openness, as well as higher negative correlations with Honesty-Humility, Agreeableness, psychopathy, and sadism compared to Benign Envy. Furthermore, Malicious Envy showed higher positive correlations with psychological distress, while Benign Envy showed negative correlations with some aspects of distress. The results support good psychometric properties of BeMaS scores of the Serbian adaptation and add to the cross-cultural validity of the dual conception of envy.

Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

2018 ◽  
Vol 34 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Brian Daniels ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Student Behavior ◽  
Cross Cultural ◽  
Cross Cultural Comparison ◽  
School Based ◽  
Cultural Research ◽  
Universal Screener ◽  
Confirmatory Factor ◽  
The Us ◽  
The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

scholarly journals How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Fuyu Shimomura
Keyword(s):  
Racial Diversity ◽  
Cross Cultural ◽  
Student Diversity ◽  
Cultural Comparison ◽  
Japanese Students ◽  
School Settings ◽  
Cross Cultural Comparison ◽  
The Us ◽  
Diversity Issues ◽  
K 12

Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation.  This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.      

Self-esteem, personality and Internet Addiction: A cross-cultural comparison study

2014 ◽  
Vol 61-62 ◽  
pp. 28-33 ◽  
Author(s):  
Rayna Sariyska ◽  
Martin Reuter ◽  
Katharina Bey ◽  
Peng Sha ◽  
Mei Li ◽  
...  
Keyword(s):  
Internet Addiction ◽  
Self Esteem ◽  
Cross Cultural ◽  
Cultural Comparison ◽  
Comparison Study ◽  
Cross Cultural Comparison

scholarly journals Translation and Cross-cultural Validation of the English Young Adult Burn Outcome Questionnaire (YABOQ) in Spanish

2020 ◽  
Vol 41 (3) ◽  
pp. 640-646
Author(s):  
Keri J S Brady ◽  
Pengsheng Ni ◽  
Gabrielle G Grant ◽  
Catherine R Thorpe ◽  
Deborah Nadler ◽  
...  
Keyword(s):  
Young Adults ◽  
Young Adult ◽  
Differential Item Functioning ◽  
Cross Cultural ◽  
Outcome Questionnaire ◽  
Cultural Validity ◽  
Spanish Speaking ◽  
Item Functioning ◽  
Burn Survivors ◽  
The Cross

Abstract The Young Adult Burn Outcome Questionnaire (YABOQ) is a validated, English-language patient-reported outcome assessment of young adults’ recovery from burn injury across 15 scale domains. We evaluated the cross-cultural validity of a newly developed Spanish version of the YABOQ. Secondary data from English- and Spanish-speaking burn survivors (17 to 30 years of age) were obtained from the Multicenter Benchmarking Study. We conducted classic psychometric analyses and evaluated the measurement equivalence of the English and Spanish YABOQs in logistic and ordinal logistic regression differential item functioning analyses. All multi-item scales in the Spanish YABOQ demonstrated adequate reliability except the Pain and Itch scales. One item in the Perceived Appearance scale showed differential item functioning across English- and Spanish-speaking burn survivors, but the observed differential item functioning had no clinically significant impact on scale-level Perceived Appearance scores. Our findings support the cross-cultural validity of the YABOQ Physical Function, Perceived Appearance, Sexual Function, Emotion, Family Function, Family Concern, Satisfaction with Symptom Relief, Satisfaction with Role, Work Reintegration and Religion scales among English- and Spanish-speaking young adult burn survivors. This work supports the use of these English and Spanish YABOQ scales to assess the effect of therapeutic interventions on young adults’ burn outcomes in pooled analyses and to assess disparities in young adults’ burn outcomes across language groups.

Locus of Control and Self-Esteem among American Indians and Whites: A Cross-Cultural Comparison

1981 ◽  
Vol 48 (1) ◽  
pp. 91-98 ◽  
Author(s):  
Glennelle Halpin ◽  
Gerald Halpin ◽  
Thomas Whiddon
Keyword(s):  
Locus Of Control ◽  
American Indians ◽  
Self Esteem ◽  
Cross Cultural ◽  
The Self ◽  
Cultural Comparison ◽  
Positive View ◽  
Cross Cultural Comparison ◽  
Intellectual Achievement

Compared in this study were the locus of control and self-esteem of American Indians ( n = 97) and whites ( n = 128). Contrary to previous research and theory, the two groups did not differ in locus of control as measured by the Intellectual Achievement Responsibility Questionnaire. However, they did differ in self-esteem as measured by the Coopersmith Self-esteem Inventory. The whites reported a significantly more positive view of the self than did the Indians.

Research Methods in Cross-Cultural Psychology

2020 ◽  
Author(s):  
Fons J.R. Van de Vijver ◽  
Jia He
Keyword(s):  
Cultural Psychology ◽  
Ecological Validity ◽  
Cross Cultural ◽  
Cross Cultural Comparison ◽  
Cultural Research ◽  
Item Functioning ◽  
Generic Term ◽  
Cross Cultural Research ◽  
Differential Item Functioning Analysis ◽  
Methodological Aspects

Bias and equivalence provide a framework for methodological aspects of cross-cultural studies. Bias is a generic term for any systematic errors in the measurement that endanger the comparability of cross-cultural data; bias results in invalid comparative conclusions. The demonstration of equivalence (i.e., absence of bias) is a prerequisite for any cross-cultural comparison. Based on the source of incomparability, three types of bias, namely construct, method, and item bias, can be distinguished. Correspondingly, three levels of equivalence, namely, construct, metric, and scalar equivalence, can be distinguished. One of the goals in cross-cultural research is to minimize bias and enhance comparability. The definitions and manifestations of these types of bias and equivalence are described and remedies to minimize bias and enhance equivalence at the design, implementation, and statistical analysis phases of a cross-cultural study are provided. These strategies involve different research features (e.g., decentering and convergence), extensive pilot and pretesting, and various statistical procedures to demonstration of different levels of equivalence and detections of bias (e.g., factor analysis based approaches and differential item functioning analysis). The implications of bias and equivalence also extend to instrument adaptation and combining etic and emic approaches to maximize the ecological validity. Instrument choices in cross-cultural research and the categorization of adaptations stemming from considerations of the concept, culture, language, and measurement are outlined. Examples from cross-cultural research of personality are highlighted to illustrate the importance of combining etic and emic approaches. The professionalization and broadening of the field is expected to increase the validity of conclusions regarding cross-cultural similarities and differences.

The Assessment of Self-Determination in Spanish and American Adolescents: The Self-Determination Inventory: Student Report

2019 ◽  
Vol 57 (4) ◽  
pp. 274-288 ◽  
Author(s):  
Karrie A. Shogren ◽  
Leslie A. Shaw ◽  
Cristina Mumbardó-Adam
Keyword(s):  
Intellectual Disability ◽  
Cross Cultural ◽  
The Self ◽  
Self Determination ◽  
Cultural Validity ◽  
Cultural Contexts ◽  
Research And Practice ◽  
Item Functioning ◽  
Assessment Research ◽  
The U.S

Abstract The purpose of this study was to explore the cross-cultural validity of the Self-Determination Inventory: Student Report, a newly developed measure of self-determination grounded in Causal Agency Theory. The tool was translated to Spanish and administered to American and Spanish adolescents. The sample was structured to include adolescents with and without intellectual disability in both cultural contexts. More than 3,000 students in the U.S. and Spain aged 13 to 22 completed the assessment. Findings suggest that the same set of items can be used across cultural contexts and in youth with and without intellectual disability, although there are some specific differences in item functioning across students with and without intellectual disability in Spain that must be further researched. There were specific patterns of differences in latent self-determination means, with students with intellectual disability scoring lower in the U.S. and Spain. Implications for assessment research and practice in diverse cultural contexts are explored.

Sign in / Sign up

Export Citation Format

Share Document