Competitiveness among Japanese, Chinese, and American Undergraduate Students

2005 ◽  
Vol 97 (1) ◽  
pp. 205-212 ◽  
Author(s):  
John M. Houston ◽  
Paul B. Harris ◽  
Robert Moore ◽  
Rebecca Brummett ◽  
Hideki Kametani
Keyword(s):  
United States ◽  
College Students ◽  
Social Interactions ◽  
Undergraduate Students ◽  
The United States ◽  
Cultural Patterns ◽  
Japanese Students ◽  
Index Analysis ◽  
American Students ◽  
Interpersonal Situations

Although research indicates that competitiveness, defined as the desire to win in interpersonal situations, is an important individual difference that influences a range of social interactions, little research has focused on competitiveness in cultures outside the United States. This study investigated competitiveness in three cultures by comparing Chinese ( n = 61), Japanese ( n = 232), and American ( n = 161) undergraduate college students. Nationality and sex were compared on two scales of the revised Competitiveness Index. Analysis indicated that American students scored higher on Enjoyment of Competitiveness than Chinese and Japanese students, but no difference was found on Contentiousness. Men scored higher than women on Enjoyment of Competition but not on Contentiousness. The findings indicate that sex and cultural patterns influence some but not all aspects of competitiveness.

scholarly journals The Decline of Japanese International Students

2015 ◽  
Author(s):  
Yukiko Shimmi
Keyword(s):  
United States ◽  
College Students ◽  
International Students ◽  
The United States ◽  
Demographic Shift ◽  
Japanese Students ◽  
Economic Stagnation

The number of Japanese students who study in the United States has decreased recent years. Several structural issues that are influencing the current declines are explored: a demographic shift, an increased capacity at domestic universities, an economic stagnation, the season of job-hunting for Japanese college students, and academic requirements. Then, new trends and approaches for the increase are discussed.

Values of College Students in Iran and the United States Who Admire Celebrities

2020 ◽  
pp. 003329411989811
Author(s):  
Lynn E. McCutcheon ◽  
Thomas D. Green ◽  
Mohammad Ali Besharat ◽  
Jeanne L. Edman ◽  
Jay L. Wenger ◽  
...  
Keyword(s):  
United States ◽  
College Students ◽  
The United States ◽  
Attitude Scale ◽  
Multiple Regressions ◽  
Psychometric Data ◽  
American Students ◽  
Social Subscale ◽  
Iranian Students

This study had two goals. The first goal was to compare scores on the Celebrity Attitude Scale (CAS) and values of college students in Iran and the United States on how they differ in their admiration for their favorite celebrities. The second goal was to examine additional psychometric data on the Twenty Item Values Inventory (TWIVI). We administered the TWIVI, the CAS, and demographic items to 200 students at a university in Iran, and 199 students at one university and two colleges in the United States. The results revealed that Iranian students scored about the same as American students on the CAS, and both samples scored higher per item on Celebrity Attitude Scale Entertainment-Social, the entertainment or social subscale as compared with the two more problematic subscales of the CAS. Stepwise multiple regressions showed that Hedonism and Power predicted total CAS scores for Americans and Tradition and Stimulation predicted total CAS scores for Iranians. We found that the TWIVI performed reasonably well given its brevity. That is, predictions stemming from Schwartz’s values theory were generally confirmed in both samples by data obtained from the TWIVI.

scholarly journals INFORMATION TECHNOLOGY USAGE: QUANTITATIVE ANALYSIS OF SMARTPHONE SECURITY AWARENESS AND PRACTICES AMONG UNDERGRADUATE STUDENTS IN THE UNITED STATES

2020 ◽  
Vol 5 (3) ◽  
pp. 270-284
Author(s):  
Richmond Adebiaye ◽  
Taiwo Ajani
Keyword(s):  
United States ◽  
College Students ◽  
Undergraduate Students ◽  
Smart Phone ◽  
Simple Random Sampling ◽  
The United States ◽  
Sampling Procedure ◽  
High Rate ◽  
Security Measures ◽  
Security Software

Mobile phone usage is growing at an unprecedented rate. The ability to remain connected, the ease of smart phone use and declining mobile costs have allowed this technology to expand at a very high rate globally. The study aimed to quantitatively determine the reasons for inactive practice of security measures of smart-phone usage among college students in the United States. The study also examined the Consideration of Future Consequences (CFC) level in relation to the level of smart-phone security measures, determined the levels of security measures on smart-phone (SP) by users, and establish the relationship between CFC level and the levels of smart-phone security measures among college students. Using a quantitative research survey and simple random sampling procedure, the methodology focused on analyzing data through testing of hypotheses. The t-test, Pearson’s correlation, regression coefficients and their respective p-values. The results showed 69.8% of college students set PIN, password and screen lock on their smart phones while 74.8% were cautious with smart phone applications and 6.2% practiced on setting of security software including rooting services. On the other hand, 35.4% protected their SP data through encryption, 47.4% had data checks and security alert while 46.2% had set Bluetooth applications and 41.4% had used backup storage for sensitive data. Use of Biometrics or other security unknown security adoptions were not included in the study. The study also found that lack of knowledge about technology or applications for SP security, lack of security habits and practices, rigorous involvement of setting SP security details like backups, encryption, security software etc., assumptions that SP are security and tamper-proof as well as lack of training, guidance and after sale services on SP security are significant reasons for lack of security measures practices concerning smart-phone usage by college students.

Influence of Peer Reactions and Student Attitudes on Student Deviance: Differences Between Japan and the United States

2019 ◽  
Vol 63 (10) ◽  
pp. 1876-1895
Author(s):  
Emiko Kobayashi ◽  
David P. Farrington
Keyword(s):  
United States ◽  
College Students ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Student Attitudes ◽  
The United States ◽  
Cross Cultural ◽  
Japanese Students ◽  
Mixed Support ◽  
Two Samples

The current study examines the cross-cultural applicability of Akers’ social learning theory in explaining why Japanese commit fewer deviant acts than Americans. It is predicted that deviance would be less common in Japan because Japanese have less favorable attitudes toward deviance, which in turn are attributable to less favorable peer reactions to deviance. Analyses of comparable survey data from college students in Japan ( N = 583) and the United States ( N = 615) provide mixed support for our arguments. As expected, Japanese students had less favorable attitudes toward deviance because they had peers who reacted less favorably to deviance. Contrary to expectation, however, even after controlling for student attitudes toward deviance and peer reactions to deviance, the initially large difference between the two samples in student deviance remained significant. This was at least partly because, in Japan, compared with the United States, peer reactions and student attitudes had significantly less influence on student deviance.

Depression in College Students in the United States and Kuwait

1998 ◽  
Vol 83 (2) ◽  
pp. 410-410 ◽  
Author(s):  
David Lester ◽  
Ahmed M. Abdel-Khalek
Keyword(s):  
United States ◽  
College Students ◽  
Beck Depression Inventory ◽  
The United States ◽  
American Students

351 college students in the United States and Kuwait were given the Beck Depression Inventory. Kuwaiti students were more depressed than American students, but not more suicidal.

Japanese Students’ Academic and Social Experiences at a Predominantly White University in the United States

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Takahiro Sato ◽  
Samuel R. Hodge
Keyword(s):  
United States ◽  
Qualitative Study ◽  
Predominantly White ◽  
Undergraduate Students ◽  
The United States ◽  
Social Experiences ◽  
Academic Majors ◽  
Japanese Students ◽  
Predominantly White University ◽  
Academic And Social Experiences

AbstractThe purpose of this study was to explore Japanese students’ views about their academic and social experiences at majority White university in the United States (US). The six participants were Japanese undergraduate students (4 males, 2 females) with various academic majors. This descriptive qualitative study was situated in the concept of an academic Soujourner (

scholarly journals Student-Faculty and Peer Interactions among Immigrant College Students in the United States

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Michael J. Stebleton ◽  
Krista M. Soria ◽  
Marina B. Aleixo ◽  
Ronald L. Huesman
Keyword(s):  
United States ◽  
College Students ◽  
Undergraduate Students ◽  
Research Universities ◽  
Research University ◽  
Peer Interactions ◽  
The United States ◽  
Generational Status ◽  
Learning And Teaching ◽  
Faculty Interactions

Abstract This study examined student-faculty interactions and peer interactions among immigrant college students attending 4-year research universities in the United States. Using the Student Experience in the Research University (SERU) survey completed by 58,000 undergraduate students from six large, public research universities, the researchers used analysis of variance and multiple linear regression analyses to explore differences between immigrant populations. The results suggest that there are significant differences between immigrant and non-immigrant college students with regard to their sense of belonging, faculty interactions, and peer interactions. There are also differences within immigrant waves and generational status. Implications and recommendations for educators in multicultural learning and teaching contexts are outlined.

It's a Long Way Home: International Student Adjustment to Living in the United States

2002 ◽  
Vol 4 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Sushama Rajapaksa ◽  
Lauren Dundes
Keyword(s):  
United States ◽  
College Students ◽  
Social Network ◽  
International Students ◽  
International Student ◽  
The United States ◽  
Student Adjustment ◽  
College Life ◽  
American Students ◽  
International College

This study addresses the need for information helpful in retaining international college students studying in the United States. This research compares the adjustment of 182 international students to a comparison sample of American students to determine whether students coming to the United States from abroad have greater difficulty adjusting to college life. International students are more likely to feel lonely, homesick, and as if they had left part of themselves at home. In addition, this study confirms the importance of social network in the adjustment of international students (but not Americans) although the number of close friends does not predict whether an international student is satisfied with his or her social network. The implications for administrators working to retain international students are discussed.

Type A behaviour and psychological androgyny among Greek college students

1989 ◽  
Vol 3 (4) ◽  
pp. 249-268 ◽  
Author(s):  
Paul R. Yarnold ◽  
Fred B. Bryant ◽  
Fotios Litsas
Keyword(s):  
United States ◽  
College Students ◽  
Heart Disease ◽  
Coronary Artery ◽  
High Risk ◽  
Type A ◽  
The United States ◽  
Structure Reliability ◽  
American Students ◽  
Mean Differences

Research conducted primarily in the United States suggests that the combination of Type A behaviour, high instrumentality, and low expressiveness may place individuals at relatively high risk for coronary‐artery and heart disease. The present research investigates the trans‐societal generalizability of the structure, reliability, relationships among, and distributional characteristics of these measures for 117 college students in Athens, Greece. As hypothesized, the Greek students were significantly less instrumental and less expressive than the American students, and scored significantly higher on the measure of Type A. Although there were significant mean differences between these samples, the results suggest that many of the interscale relationships are comparable, supporting an etic (universal) interpretation of the findings. Nevertheless, the results suggested several emic (unique) characteristics of these measures and their interrelationships.

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