scholarly journals Dispositional Factors Among Youth: An Examination of their Relationship to Academic Achievement in a Collectivistic Tight Culture

2021 ◽  
Vol 58 (2) ◽  
pp. 6383-6392
Author(s):  
Ramzi Nasser, Lakshmi Narayanan, Rim Chakraoui
Keyword(s):  
Academic Achievement ◽  
Cultural Context ◽  
Private University ◽  
Self Esteem ◽  
Cross Cultural ◽  
Future Research ◽  
Significant Finding ◽  
Grade Point ◽  
Cross Cultural Differences ◽  
Dispositional Factors

With globalization and increasing interdependence between countries, cross-cultural differences between collectivistic and individualistic cultures have become a topic of increasing interest. In this study we examine the predictive validity of dispositional factors in a cross-cultural context. Three dispositional factors: Emotional Intelligence, Locus of Control and Self-Esteem were examined in the collectivistic and socially oriented culture of Oman. This study statistically assessed the prediction power of the three dispositional factors on academic achievement. A sample of 545 university students from a private university in Oman were surveyed. The findings show a strong correlation between Self-Esteem variables and grade point average. A significant finding in our study was that Self-Esteem was negatively related to achievement. The interpretation of the negative relation suggests that in tight cultures, individuals may negatively self-rate their Self-Esteem to compensate for the high achievement in their collective social context.   This study has several important implications for future research in understanding the dynamics and predictability of personality and disposition in a collectivistic culture  

scholarly journals Self-Esteem and Academic Achievement: The Relationship and Gender Differences of Malaysian University Undergraduates

2020 ◽  
Vol 6 (1) ◽  
pp. 43-54
Author(s):  
Frankie Subon ◽  
Norseha Unin ◽  
Nor Hafisah Binti Sulaiman
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
Chi Square ◽  
Grade Point ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship ◽  
Test Result

A positive correlation between self-esteem and academic achievement is often noted in the literature on educational psychology. As such, self-esteem and academic achievement are often inter-related. Additionally, gender is believed to have an impact on an individual’s self-esteem and varied disparities are found in self-esteem level between genders. The relationship between self-esteem and academic achievement among undergraduates in Malaysia, is still understudied and the lack of literature necessitates an empirical study. Hence, this study explored the relationship between self-esteem and academic achievement among undergraduates of a private university in Malaysia. Also, it investigated if there is any significant difference in self-esteem and academic achievement between genders. A convenience sampling method was employed on 60 male and 60 female undergraduates of TESL (Teaching English as a Second Language) program. The Rosenberg Self-Esteem Questionnaire was utilized to obtain the data on the participants’ self-esteem and their Grade Point Average (GPA). Data analysis using Spearman’s rho correlation revealed a significant relationship between self-esteem and academic achievement. Based on the Chi-square test result, a significant difference in academic achievement between male and female students was established. However, the independent t-test result revealed an absence of significant difference in self-esteem between male and female students. The findings demonstrate essential implications for students, counselors, and educators, and suggest relevant recommendations for future research. A larger sample size should be employed, and other important demographic variables should be explored to examine more in-depth into this interesting field of study.

scholarly journals The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nirma Sadamali Jayawardena
Keyword(s):  
Literature Review ◽  
Secondary School ◽  
Secondary Schools ◽  
Systematic Literature Review ◽  
Cultural Context ◽  
School Context ◽  
Cross Cultural ◽  
Student Discipline ◽  
Future Research ◽  
Content Type

PurposeThe present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.Design/methodology/approachThe literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.FindingsThe author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.Research limitations/implicationsThe scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.Originality/valueTo the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

The Role of Incubation in Creative Problem Solving: Within a Collectivistic Cultural Context

2021 ◽  
pp. 108-118
Author(s):  
Rabia Anjum ◽  
Ivan Suneel
Keyword(s):  
Problem Solving ◽  
Cultural Context ◽  
Creative Thinking ◽  
Cultural Psychology ◽  
Cross Cultural ◽  
Future Research ◽  
Creative Problem Solving ◽  
Experimental Conditions ◽  
Significance Level ◽  
Creative Problem

Creative thinking is essential for the progress in education, industry and life in general. Incubation is a widely studied phenomenon in creativity research, referring to leaving a problem aside for a period, to accrue performance on a creative problem. This study investigated the effect of incubation on creative problem-solving by means of a pretest-posttest quasi-experimental design, and remote associates tasks (RATs) were used as a measure of creative problem-solving. For this purpose, a sample of 60 students (22 males, 38 females) was recruited from the population of a private university. They were assigned to a control condition and two different experimental conditions based on the time of onset of incubation. The data collected was analyzed for a significant effect across all conditions by means of a chi-squared test and covariates were inferred by means of Spearman's Rho, with a significance level set at ?<.05. The results did not find an incubation effect in creative problem-solving, and several possible explanations may account for this trend, especially the limited cross-cultural application of measurement tools and theoretical paradigms. The disparity is especially prominent with regards to Pakistan, which is predominantly collectivistic, and the educational system stymies creative thinking. Future research must take into account the relevance of culture in creative problem-solving, and propose solutions to circumvent the dearth of creative potential in developing nations such as Pakistan. Keywords: Incubation, Creative Problem-Solving, Creativity, Remote Associate Tasks, Cross-Cultural Psychology

INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

2021 ◽  
Author(s):  
Naim Fanaj ◽  
Sevim Mustafa ◽  
Erika Melonashi
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Achievement Data ◽  
Explanatory Factors ◽  
High Intelligence ◽  
The Impact ◽  
The Relationship

Numerous studies have investigated the impact of self-esteem and intelligence on academic achievement. The findings are generally inconsistent. The aim of this study was to understand the relationship between intelligence, self-esteem and academic achievement among young people in Kosovo. It was a quantitative cross-sectional study. The sample consisted of 1856 participants, aged 10-18 years old (Mage = 15.29, SD = 1.76). Participants completed the Rosenberg Self-Esteem Scale and The Raven Standard Progressive Matrices. Grade Point Average (GPA) was used to measure academic achievement. Data processing was done with SPSS 21.0 and Microsoft Excel 2013. Participants according to self-reported academic achievement were classified as follows: fail (0.1%), sufficient (2%), good (15.6%), very good (26.7%) and excellent (55.7%). As regards self-esteem participants were classified as follows: low self-esteem (26.9%), and normal self-esteem (73.1%). A significant positive correlation was found between academic achievement and intelligence (r = .31; p = .00) but not between achievement and self-esteem. This significant correlation resulted for both genders separately. The Mann-Whitney test found significant differences in academic achievement between genders and between groups with high intelligence and those with normal intelligence. Intelligence, but not self-esteem revealed a significant relationship with academic achievement. Future studies on the topic might focus on explanatory factors or the possibility of interaction of other variables related to academic achievement.

A Cross-Cultural Review of Workplace Deviance Research

2020 ◽  
pp. 23-46
Author(s):  
Selcen Kılıçaslan Gökoğlu ◽  
Engin Bağış Öztürk
Keyword(s):  
Cultural Differences ◽  
Cross Cultural ◽  
Workplace Deviance ◽  
Future Research ◽  
Moderator Variable ◽  
Negative Behaviors ◽  
Deviant Behaviors ◽  
Cross Cultural Differences ◽  
Recent Developments ◽  
Future Research Directions

In the last two decades, workplace deviance becomes one of the most important topics to understand negative behaviors at work. However, many of the studies that examine deviance take a universal perspective and undermine cross-cultural differences. To address this gap, this chapter focuses on cross-cultural differences and its relationship with deviant workplace behaviors. The authors claim that cross-cultural differences can play an important role as an antecedent and/or moderator variable in influencing deviant behaviors. In order to discuss these effects, they first summarize recent developments in individualism-collectivism, tightness-looseness, and honor cultures. Based on their interpretations, target-oriented deviance might be highly contextualized in collectivist cultures, form of deviance and contents of deviance could be different from honor to dignity cultures. In addition, deviant behaviors as responses to specific events might differ whether a person belongs in a tight culture or not. The implications of our arguments and future research directions are discussed.

scholarly journals Cultural variations in whether, why, how, and at what cost people are proactive: A followership perspective

2020 ◽  
pp. 204138662096052
Author(s):  
Tina Urbach ◽  
Deanne N. Den Hartog ◽  
Doris Fay ◽  
Sharon K. Parker ◽  
Karoline Strauss
Keyword(s):  
Cultural Differences ◽  
Future Orientation ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Future Research ◽  
Work Behaviors ◽  
Cultural Variations ◽  
Cross Cultural Differences ◽  
Societal Culture ◽  
Implicit Followership Theories

The objective of this conceptual article is to illustrate how differences in societal culture may affect employees’ proactive work behaviors (PWBs) and to develop a research agenda to guide future research on cross-cultural differences in PWBs. We propose that the societal cultural dimensions of power distance, individualism–collectivism, future orientation, and uncertainty avoidance shape individuals’ implicit followership theories (IFTs). We discuss how these cross-cultural differences in individuals’ IFTs relate to differences in the mean-level of PWB individuals show ( whether), in the motivational states driving individuals’ PWBs ( why), in the way individuals’ enact PWBs ( how), and in the evaluation of PWBs by others ( at what cost). We recommend how future research can extend this theorizing and unpack the proposed cross-cultural differences in PWBs, for example, by exploring how culture and other contextual variables interact to affect PWBs.

Risk factors for suicidal behavior in adolescents from European countries with different suicidal rates: The possible role of cross-cultural differences

2011 ◽  
Vol 26 (S2) ◽  
pp. 1613-1613
Author(s):  
N. Sedlar ◽  
L. Sprah ◽  
S. Rosker ◽  
H. Jericek Klanscek ◽  
M. Dernovsek
Keyword(s):  
Risk Factors ◽  
Cultural Differences ◽  
Suicidal Behaviour ◽  
Cultural Context ◽  
Principal Component ◽  
Subjective Health ◽  
Cross Cultural ◽  
European Countries ◽  
Cross Cultural Differences ◽  
Health Related

IntroductionAdolescence is a time of developmental shifts that may leave young people especially vulnerable to suicidal behaviour. Suicidal rates in different European countries differ, which may be due to many factors, including cross-cultural differences.AimsWe aimed to explore differences in risk factors for suicidal behaviour (poor subjective health and low life satisfaction, health-related behaviours, including alcohol drinking habits, family and peer factors) between European countries with different suicidal rates.MethodsThe data were collected through questionnaires in the survey ‘Health Behaviour in School-aged Children’, 2005/2006, using nationally representative samples of 15 year old students (N = 11,093) from 7 countries (Lithuania, Finland, Ireland, Slovenia, Norway, Italy, Greece).ResultsPrincipal component analyses were used to characterize how selected risk factors for suicide cluster together into factors. Differences for these factors were compared between 3 groups of countries: countries with low, average and high magnitude of suicidal rates (SDR; suicide death rate per 100 000, 15–29 years). Between group differences on first two factors, loaded by items measuring health-related behaviours, were significant and medium-sized and indicated cultural differences in alcohol use. Youth from Northern European countries - with high SDR, reported greater number of drunkenness occasions, whereas frequency of alcohol intake was greater for youth from Southern European countries - with low SDR.ConclusionsResults indicated a possible association of suicidal behaviour and different drinking cultures, arising from different geographical locations and socio-cultural environments. Therefore research and preventive measures should consider specific socio-cultural context.

scholarly journals A quantitative analysis of high school sports participation intensity and breadth : relationships with academic achievement in a rural Missouri high school

2018 ◽  
Author(s):  
◽  
Chad M. Lang
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Sport Participation ◽  
Sport Activity ◽  
School Setting ◽  
Sports Participation ◽  
Practical Significance ◽  
Future Research ◽  
Grade Point ◽  
Achievement Data

The purpose of this study was to address the gap in research related to whether measures of participation (intensity and breadth) demonstrated a relationship with academic achievement for 11th grade student athletes (N=128) in a rural Missouri high school. Recent research found high school-aged students in interscholastic activities were less likely to be multisport athletes than in previous decades. This decrease in multisport participation has occurred within the context of United States participation trends which demonstrated overall participation increases from 1989 to 2017 (Bell et al.,2016; Howard, 2017; Jayanthi, Pinkham, Dugas, Patrick, and LaBella, 2013; Moore, Murphey, Bandy, and Cooper, 2014). Since increased connectivity to school viaextracurricular school activities (ESAs) enhances social bonds associated with positive academic and behavioral outcomes, a reduction in participation intensity and/or breadth may exhibit deleterious effects to the academic and social development students experience in the school setting (Crosnoe, 2002; Eccles and Gootman, 2002; Hirschi,1969). Anonymous athletic participation and achievement data from 2015-2017 was obtained from the school's archive and analyzed by correlation, hierarchical regression, and one-way ANOVA. Data derived from statistical analyses demonstrated two themes regarding sport participation, ACT, and grade-point average (GPA): a) Intensity demonstrated no statistical or practical significance to student achievement measured by ACT; however intensity of participation did share a statistically significant relationship to cumulative GPA (p less than .05) and b) an ANOVA analysis demonstrated statistically significant differences in breadth and GPA (p less than .01) between one sport athletes and three sport athletes. Three sport athletes had statistically significantly higher GPAs than one sport athletes and practically significant higher GPAs than two sport athletes. Utilizing these results suggested practical considerations for rural school administrators considering both the number of ESA sport offerings and the academic benefits ESAs multisport participation provide. Future research on ESA sport, activity, and non-activity participation related to academic outcomes is justified.

scholarly journals Examining the Effects of Sustainable Organizational Culture on Academic Achievement

2019 ◽  
Vol 10 (1) ◽  
pp. 37-46
Author(s):  
Emrah Özsoy ◽  
Osman Uslu
Keyword(s):  
Academic Achievement ◽  
Organizational Culture ◽  
Future Research ◽  
Faculty Culture ◽  
Cultural Perceptions ◽  
Grade Point ◽  
Perceptions Of Students ◽  
Research Findings ◽  
Convenience Sampling ◽  
Senior Students

Abstract The purpose of this study is to investigate the effect of faculty culture perceptions of students on their academic achievement. Within the scope of the study, academic achievement was measured only with the Grade Point Average (GPA). Cultural perceptions were measured through organizational structure, commitment, symbols, power distance, and communication/relationship dimensions. The data was gathered from senior students in a business school operating in a public university in Turkey. Participants consist of the students who study in 2011–2012, 2012–2013 (questionnaires were completed before graduation), and 2018–2019 periods. A total of 359 valid questionnaire forms were obtained. 42 of the questionnaire forms were eliminated by the control questions included in the questionnaire. Within this scope, 111 questionnaire forms from 2011/2012, 163 from 2012/2013, and 85 from the 2018/2019 period were obtained as valid questionnaire forms. The data was collected by the random sampling method using convenience sampling. According to research findings, only the commitment dimension of the organizational culture positively predicted students’ academic achievement. Conversely, it was found that other dimensions of organizational culture didn’t predict students’ academic achievement. Findings were discussed and suggestions were presented for practitioners and future research.

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