Individualism and Collectivism: Descriptions or Explanations?

1996 ◽  
Vol 41 (6) ◽  
pp. 540-542 ◽  
Author(s):  
Marshall H. Segall
Keyword(s):  
Individualism And Collectivism

Individualism and Collectivism as Social Representation

1992 ◽  
Vol 37 (12) ◽  
pp. 1322-1324
Author(s):  
Shinobu Kitayama
Keyword(s):  
Social Representation ◽  
Individualism And Collectivism

Auckland Individualism and Collectivism Scale

2007 ◽  
Author(s):  
Boaz Shulruf ◽  
John Hattie ◽  
Robyn Dixon
Keyword(s):  
Individualism And Collectivism

Individualism and Collectivism: What Differences between Portuguese and Romanian Adolescents?

2009 ◽  
Vol 12 (2) ◽  
pp. 555-564 ◽  
Author(s):  
Laura Ciochinã ◽  
Luísa Faria
Keyword(s):  
Cultural Context ◽  
Cultural Factors ◽  
Educational Systems ◽  
Cultural Dimension ◽  
Cultural Contexts ◽  
Independent Variables ◽  
Anonymous Questionnaire ◽  
Confirmatory Factor ◽  
Individualism And Collectivism ◽  
Two Independent Variables

This article presents the results of a series of preliminary comparisons, between the Portuguese and Romanian cultural contexts, on the individualism-collectivism (IND/COL) cultural dimension. The IND/COL was evaluated with the Individualism-Collectivism Questionnaire – ICQ –, constructed in New Zealand by Shulruf, Hattie and Dixon (2003, Anonymous Questionnaire of Self-Attitudes –AQSA), and adapted to the Portuguese and Romanian contexts by Ciochină and Faria (2007), using studies of confirmatory factor analysis. The ICQ composed by 26 items, 15 evaluating the IND scale– with three subscales (Uniqueness, Competition and Responsibility) –, and 11 evaluating the COL scale – with two subscales (Harmony and Advice) –, was administered to 395 subjects, 200 Portuguese and 195 Romanian, 10th and 12th graders. On the whole, in the Portuguese and Romanian samples, the multivariate and univariate statistical analyses evidenced the existence of two independent variables – gender and cultural context –, with significant effects, main and of interaction, on the scales and subscales of the ICQ. The results were discussed taking into consideration the specificities of the educational systems in the two cultural contexts, which are inevitably shaped by socio-cultural factors characteristic of the two countries considered in the present study – Portugal and Romania.

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