Job satisfaction among whites and nonwhites: A cross-cultural approach.

ABSTRACT OBJECTIVE To adapt and validate the Team Climate Inventory scale, of teamwork climate measurement, for the Portuguese language, in the context of primary health care in Brazil. METHODS Methodological study with quantitative approach of cross-cultural adaptation (translation, back-translation, synthesis, expert committee, and pretest) and validation with 497 employees from 72 teams of the Family Health Strategy in the city of Campinas, SP, Southeastern Brazil. We verified reliability by the Cronbach’s alpha, construct validity by the confirmatory factor analysis with SmartPLS software, and correlation by the job satisfaction scale. RESULTS We problematized the overlap of items 9, 11, and 12 of the “participation in the team” factor and the “team goals” factor regarding its definition. The validation showed no overlapping of items and the reliability ranged from 0.92 to 0.93. The confirmatory factor analysis indicated suitability of the proposed model with distribution of the 38 items in the four factors. The correlation between teamwork climate and job satisfaction was significant. CONCLUSIONS The version of the scale in Brazilian Portuguese was validated and can be used in the context of primary health care in the Country, constituting an adequate tool for the assessment and diagnosis of teamwork.

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Forgiveness-related motives: A structural and cross-cultural approach

Social Science Information ◽

10.1177/0539018411398418 ◽

2011 ◽

Vol 50 (2) ◽

pp. 178-200 ◽

Cited By ~ 8

Author(s):

Sandrine Ballester ◽

Fatima Chatri ◽

Maria Teresa Muñoz Sastre ◽

Sheila Rivière ◽

Etienne Mullet

Keyword(s):

Demographic Characteristics ◽

Cross Cultural ◽

The Other ◽

Moral Principle ◽

Cultural Approach ◽

Meaningful Relationship ◽

Self Protection

The structure of the motives invoked by people for forgiveness and for unforgiveness was assessed, and the relationships between these motives and demographic characteristics, conceptualizations of forgiveness, forgivingness, personality and culture were examined. Forgiveness appeared to be fueled mainly by three largely independent kinds of motives: having recovered sympathy for a repentant offender, applying a moral principle and preserving a meaningful relationship. Forgiveness may sometimes, however, amount to exploiting the offense for dominating or for challenging the offender as well as others. Unforgiveness appeared to be fueled mainly by persistent anger and indignation, sometimes associated with the desire for self-affirmation and self-protection, and, for a few participants, it was the only response to outgroup members. For each kind of invoked motive a meaningful pattern of relationships with the other measurements, including culture, was found.

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A CROSS-CULTURAL APPROACH TO URUSHI CONSERVATION: CONSOLIDATION OF METAL FOIL DECORATION ON THE MAZARIN CHEST

Studies in Conservation ◽

10.1179/sic.2006.51.supplement-2.286 ◽

2006 ◽

Vol 51 (sup2) ◽

pp. 286-292 ◽

Cited By ~ 2

Author(s):

Shayne Rivers ◽

Yoshihiko Yamashita

Keyword(s):

Cross Cultural ◽

Metal Foil ◽

Cultural Approach

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Implementation of the Cross-Cultural Approach in the Modern School

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.4.12 ◽

2021 ◽

Vol 20 (4) ◽

pp. 210-244

Author(s):

Natalia P Dichek ◽

Igor M Kopotun ◽

Svitlana M Shevchenko ◽

Natalia B Antonets ◽

Daria V Pohribna

Keyword(s):

Empirical Data ◽

Cross Cultural ◽

Educational Process ◽

School Age Children ◽

Control Group ◽

Percentage Increase ◽

Primary Input ◽

Cultural Approach ◽

The Cross ◽

Experimental Group

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

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