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1.
Maria Rita Rudden 《Int J Intercult Relat》1978,2(4):410-425
This study examines Mehrabian's claim concerning the cross-cultural generality of implicit metaphors that underlie a set of coding rules for the interpretation of nonverbal behaviors. Responses of Japanese and American school teachers were used to discover whether observers from two different cultures interpret nonverbal behaviors during interpersonal communication according to the three-dimensional metaphorical scheme proposed by Mehrabian and to assess the degree of intercultural consensus about dimensions and interpretations. Factor analysis, factor structure comparisons, and multiple discriminant analysis yielded evidence of significant differences between groups both in the dimensions used and in the interpretations of nonverbal cues along those dimensions. 相似文献
2.
Use of evaluative devices by youth for sense-making of culturally diverse interpersonal interactions
Building upon recent research that defines psychological development as a continuous process of sense-making situated within a cultural and historical context, this paper explores how culturally diverse youth growing up in New York City use evaluative language to enact relational complexity as they make sense of technologically mediated interpersonal interactions with their peers. Forty-four individuals (ages 15–20) participated in a quasi-experimental research workshop that engaged them in the process of sense-making by asking them to write projective narratives toward a vignette depicting text-massage mediated interpersonal interaction embedded among monocultural and bicultural group of peers. Data analyses focus on evaluative devices used by youth and manifest the relational flexibility of sense-making by immigrant youth and their U.S. born peers across diverse relational dimensions. Results suggest that immigrant youth are able to coordinate diverse ways of interpreting interpersonal interactions across relational dimensions, manifest by varied use of logical/hypothetical, causal and affective evaluative devices. In contrast U.S. born youth largely use same frequency of evaluative devices across two relational dimensions. Statistical analysis highlights the use of affect in projective narratives by exploring a discursive learning hypothesis: that higher use of emotions in the process of sense-making by U.S. born youth gradually scaffolds the use of emotions in narrative by immigrant youth. 相似文献
3.
This paper presents an analysis of the theoretical frameworks that support the research on sociocultural adaptation of international university students. The method used was a systematic review of the bibliographic databases Web of Science (WOS) and Scopus. Sixty-two (62) scientific articles were selected, published between 2012 and the first semester of 2017, containing explicit reports on theoretical frameworks.A total of 45 theoretical frameworks were identified, with 82.2% of the articles describing specific theoretical frameworks on adaptation and 69.3% treating non-specific ones. The results were as follows: (1) Most of the theoretical frameworks centered on sociocultural adaptation; (2) said frameworks mainly applied the acculturation model and the ABC framework model; (3) there was recurring use of Tinto’s Interactionalist Theory to investigate adaptation within the university context; (4) the articles on non-specific adaptation theories generally present sociocultural adaptation theories, mainly of the ABC framework, focusing either on the individual or society, but not considering both; (5) greater consideration of psychosocial determinants of behavior to investigate characteristics of the individual; and (6) theories predominate that focus on interpersonal relationships in their analysis of society.The implications of theoretical combinations identified are discussed, such as the need to complement the ABC and acculturation models with sociocognitive theoretical frameworks, examining interpersonal relationships and socio-academic integration. This is in order to apprehend how the adaptation process unfolds in different contexts, as in academic and extra-academic environments, and to account for the learnings that are relevant to specific cultures. 相似文献
4.
《Journal of Intercultural Communication Research》2013,42(2):123-147
This study examines whether there are emerging interpersonal norms of text messaging—an etiquette (“textiquette”) of texting—that guide its use in India and the United States. One hundred and thirty-seven participants recorded multiple text messages sent and received in specially designed text logs. Each log secured data on the following dimensions: (1) the context in which a text was sent and received/read; (2) who each participant was with—and the reaction of this person(s)—when the participant sent or received/read a text message; and (3) what constitutes impolite text messaging behavior. Results reveal emerging interpersonal norms of text messaging in both countries that vary significantly across cultures on all three dimensions. Implications and limitations are discussed. 相似文献
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6.
Beatrice K. Reynolds 《Int J Intercult Relat》1984,8(3):269-278
The Rokeach Value Survey was used as the instrument to study the values of German and American university students. The Survey was translated into German by the hack-translation method. It was administered to 199 students in Germany in May, 1982 and to 231 students in the United States in the fall. 1982. The results show the differences as well as the similarities between the two groups in their value orientations. The distinct differences between the two groups are: (1) the Germans are more competence oriented in the means they desire to attain their end-states of existence; however, their end-states of existence are society-oriented and interpersonal. (2) The Americans are morality oriented in the modes of conduct they desire to attain their end-states of existence: their end-slates of existence are more personal or self-centered and intrapersonal than those of the Germans. Thus, the means to the end, as well as the end, differ for both groups. 相似文献
7.
China's 'tidal wave' of rural to urban migration has had a tremendous impact on the educational outcomes of its children. It remains unexplored how and when do migrant children’s experience of acculturation following arrival in the place of settlement influence their academic achievement. This study used a stratified cross-sectional sample of 2412 Chinese migrant children and adolescents aged 10–18 (Mean = 14, 45 % female) to investigate the role of school satisfaction and family closeness in the relationship between acculturation patterns and academic achievement. Acculturation patterns are derived from the bidimensional model proposed by Berry (2005). The results indicated that integration had a positive association with concurrent academic achievement. School satisfaction was a mediator between integration and academic achievement. Furthermore, the full mediation of school satisfaction was only supported when there was a high level of family closeness. Findings from this study underline the usefulness of the bi-dimensional model in understanding the individual differences in academic achievement and suggest greater attention to the cultural variations in interpersonal functioning at the family and school context. 相似文献
8.
《Int J Intercult Relat》2004,28(3-4):253-280
This article focuses on attributions made by Latinos and Anglos to intercultural situations involving touch and to silence. Six etic theoretical dimensions of cultural differences (contact, collectivism, power distance, context, uncertainty avoidance, masculinity, and polychronicity), and one emic theoretical concept (Latinos' overarching interpersonal orientation), were used to predict that Latinos would differ from Anglos in attributions to situations involving touch and silence. Data were gathered in a multiphase, large-scale research program on Latino–Anglo differences in interpretations of behavior. Procedures involved interviews with persons from both cultures, observations of interactions, and the use of structured and unstructured questionnaires to obtain episodes of cross-cultural interactions and attributions to these episodes. Analyses of the attributional choices made by teachers and pupils of both cultures to episodes focusing on touch (haptics) and on silence are presented. The Latino–Anglo and Teacher–Student differences found are discussed in terms of the theoretical dimensions and of the implications of these differences for cross-cultural training. 相似文献
9.
Madiha A. Hashmi Ezhar Tamam Moniza Waheed Abdul Muati Ahmad 《Journal of Intercultural Communication Research》2016,45(5):419-436
Thin slice studies have demonstrated that quick personality inferences of unknown others can be made fairly accurately. Utilizing focus group interviews, the current study examines thin sliced judgments and perceptions of six leaders in the context of goodness. Findings revealed that perceivers were able to form relatively accurate impressions of some leaders based on brief glimpses of nonverbal footage. Across all groups (Malaysian and Chinese) paralinguistic cues, dynamic cues and static cues were instrumental in the formation of positive perceptions of leaders in the context of goodness. These findings have implications for the areas of nonverbal behaviour, political communication, and personality judgement. 相似文献
10.
This study attempted to further our understanding of the construct of “intercultural effectiveness.” Specifically, the study compared the dimensions of intercultural effectiveness found in Hammer, Gudykunst, and Wiseman (1978) using American sojourners with the dimensions found using Japanese sojourners. The results revealed five dimensions for the Japanese sample: (1) the ability to communicate interpersonally, (2) the ability to adjust to different cultures, (3) the ability to deal with different societal systems, (4) the ability to establish interpersonal relationships, and (5) the ability to understand another. Both similarities and differences were found between the American perceptions and the Japanese perceptions of intercultural effectiveness. The implications of these results were then discussed. 相似文献
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12.
《Journal of Intercultural Communication Research》2013,42(4):340-360
Nonverbal communication (NVC) plays a key role in face-to-face interactions. This article explores how nonverbal communication affects interpreter-mediated interactions between Chinese immigrants living in Catalonia and local public service providers. It presents data obtained from a qualitative study based on in-depth interviews with public service interpreters and intercultural mediators, and analyses their experience in coping with nonverbal cues that are the potential source of misunderstanding. Special attention is to the examples of the Chinese smile and absence of eye contact. The conclusions discuss the implications that nonverbal communication may have in defining the role and functions of public service interpreters. 相似文献
13.
《Journal of Intercultural Communication Research》2013,42(1):81-108
With Cultural Continuity Theory as a framework, this study used quantitative (N?=?204) and qualitative (N?=?63) methods to explore how Ghanaian and African-American mothers communicate their motherhood perceptions and identities. Survey, interview, and focus group data obtained from this investigation suggest cultural discontinuity in the rhetoric the participants use to describe their motherhood experiences and identities. Though this multi-method study is meaningful in that it provides a space for the underrepresented voices of African-American and Ghanaian mothers to be heard, it challenges previously held notions of continuity within African-American and African societies. Based on the findings, this study also considers implications relative to the similarities and differences in African-American and Ghanaian motherhood philosophies, and it offers recommendations for future research. 相似文献
14.
Chia-Ling Lynn Ho Chad Whittle Michael H. Eaves 《Journal of Intercultural Communication Research》2020,49(4):301-312
ABSTRACT Extending the existing low- and high-context culture theoretical framework, the current research examined the extent to which globalization has shaped low- and high-context cultures in relation to nonverbal communication. The current study employed an exploratory sequential design mixed research method. The first phase of the study observed cultural convergence evident in people’s nonverbal communication in real life and reported the observations qualitatively. In the second phase of the study, a quantitative content analysis was carried out. The content analysis, namely sentiment analysis, examined the occurrences of people of diverse nationalities expressing their emotions when they provide reviews of airlines on a travel website and empirically test the relevance of low- and high-context theoretical framework in the era of globalization. A total of 85,228 reviews of 592 airlines available on a travel website were downloaded using a web crawler. The qualified records used for analysis included records from the following regions: Africa, Asia, Australia, Latin America, Northwestern Europe, Southern Europe, and United States. An analysis of variance on the number of words people used in writing travel reviews online yielded significant variations among the seven regions. This data also sheds light on cultural convergence. 相似文献
15.
Paul Egon Rohrlich 《Int J Intercult Relat》1983,7(2):191-209
Intercultural Communication theorizing appears to be divided into two schools, one stressing the personal psychological level, the other stressing the interpersonal process level of the communication vehicle itself. Neither is in itself sufficient for future theory building in the field. Towards a unifying systemic approach in intercultural, different theoretical perspectives are briefly reviewed in regard to these schools and a conception entailing intrapersonal (cognitive), interpersonal (interpretive) and systemic (synthetic) categories are derived. This approach clarifies and integrates some present theoretical insights of the field into a more comprehensive whole. 相似文献
16.
Building trust among enemies: The central challenge for international conflict resolution 总被引：1，自引：0，他引：1
The article presents an approach to the gradual building of trust among enemies, who—even when they have an interest in making peace—are afraid to extend trust to each other lest it jeopardize their own existence. Efforts to resolve the conflict, therefore, confront a basic dilemma: Parties cannot enter into a peace process without some degree of mutual trust, but they cannot build trust without entering into a peace process. The article discusses the ways in which interactive problem solving—a form of unofficial diplomacy, which the author has applied most extensively to the Israeli–Palestinian case—attempts to deal with this dilemma. It describes five concepts that have proven useful to confronting this dilemma in problem-solving workshops with politically influential Israelis and Palestinians and that should also be relevant to trust building in the larger peace process: the view of movement toward peace as a process of successive approximations, in which the level of commitment gradually increases with the level of reassurance; the role of the third party as a repository of trust, particularly in the early stages of the process; the focus on “working trust” in the other's seriousness about peace based on their own interests (rather than interpersonal trust based on good will); the view of the relationship between participants in the peace process as an uneasy coalition; and the development of a systematic process of mutual reassurance, based on responsiveness and reciprocity. 相似文献
17.
This study aims to explore, identify, and theorize cross-cultural adjustment processes experienced by Turkish graduate students in Japan. Data were collected via semi-structured interviews, and 20 participants (ages 25–37) answered the questions. Grounded theory was followed as the research method, and the analysis suggested a grounded theory of transitioning to Japanese interpersonal processes. Our explanatory model comprises five categories: (1) culturally centered expectations, (2) interpersonal experiences in socialization, (3) skills for interpersonal relationships and culture-specific behaviors, (4) relational outcomes, and (5) resolution strategies for difficulties during adjustment process. We observed that participants had interpersonal expectations based on their past experiences in their native culture but acquired behaviors specific to Japanese culture or avoided certain behaviors specific to Turkish culture. Moreover, their initial interpersonal strategies mostly failed during their transition to Japanese interpersonal relationships, and participants subsequently reduced their effort to form new friendships, with withdrawal suggesting an impaired transition to Japanese interpersonal processes from a Turkish cultural perspective. However, many students eventually adjusted the way they related to others to a more Japanese style, which was not necessarily a negative outcome. Thus, we distinguish between expectations (i.e., forming close relationships) and outcome (i.e., adjusting to Japanese interpersonal relations) to clarify the distinction between adjustment and well-being. 相似文献
18.
Mahtash Esfandiari 《Int J Intercult Relat》1989,13(4)
The purpose of this study was to compare the intelligence and vocational aspirations of students in single-sex monolingual high schools with those in mixed-sex bilingual high schools. Subjects were 153 boys and girls from the upper middle class in Tehran, Iran. There were 50 girls and 44 boys from single-sex monolingual high schools with 44 girls and 15 boys from mixed-sex bilingual high schools. Measures included Raven's Progressive Matrices, asking the subjects to write their aspired vocation and Kuder's Preference Record (Form C Vocational) which was adjusted to the Iranian culture and the goals of the schools sampled.Chi square, t test, and two-way ANOVA were used to analyze the data. The results showed that bilinguals scored higher than monolinguals on nonverbal intelligence and mathematical preferences; girls in mixed-sex bilingual high schools and those in single-sex monolingual high schools had the highest and lowest mean scores on Raven's test, respectively. No significant difference was found between the IQ scores of the boys from the two types of high schools. The girls showed higher preferences in literary, artistic, and mathematical areas than the boys. No significant differences were found between the mechanical and the scientific preferences of the two sexes. The girls in both types of schools showed high occupational aspirations and vocational preferences due to their social class and their parents' level of education. It was concluded that bilingualism seems to have had a salutary effect on nonverbal intelligence of Iranian high school students in general and of girls in particular. 相似文献
19.
ObjectivesIn multiethnic countries, enhancing the sense of community and preventing ethnic segregation represents a major challenge. In this study we aimed to test the effects of different forms of intergroup contact in fostering sense of community among majority and minority ethnic groups in China, by focusing on the sense of the community at the national level.MethodsParticipants were Han (N = 355, ethnic majority group) and Uyghur (N = 546, ethnic minority group) people at a multiethnic university in the Xinjiang province in China.ResultsResults from path analysis revealed that positive direct contact for the minority, and positive extended and vicarious contact for both majority and minority group were indirectly associated with higher sense of Chinese national community via greater focus on positive characteristics of the outgroup. In addition, negative contact (extended contact for the majority; direct contact for the minority) were indirectly associated with lower sense of Chinese national community via reduced focus on positive outgroup characteristics. No evidence was found for negative focus (focus on negative outgroup characteristics) and intergroup threat as mediators. Theoretical and practical implications of the findings for improving intergroup relations in multiethnic and conflictual settings by using multiple forms of intergroup contact are discussed. 相似文献
20.
Brandelyn Tosolt 《Multicultural Perspectives》2013,15(3):145-151
This study investigated differences in 50 fifth through eighth grade students’ perceptions of caring teacher behaviors. The analyses revealed that African American and female students were more likely to value behavior that encourages academic achievement than were White and male students, who were more likely to value warm interpersonal behaviors. 相似文献