This study investigated the relationship between culture, structural aspects of the nuclear and extended family, and functional aspects of the family, that is, emotional distance, social interaction, and communication, as well as geographical proximity. The focus was on the functional aspects of family, defined as members of the nuclear family (mother, father, and their children) and the extended family (grandmother/grandfather, aunt/uncle, cousins). Sixteen cultures participated in this study, with a total number of 2587 participants. The first hypothesis, that the pattern of scores on the psychological measures and the behavioral outcomes are similar across cultures, an indication of cultural universality, was supported. The second hypothesis, that functional relations between members of the nuclear family and their kin are maintained in high‐affluent and low‐affluent cultures, and that differences in functional relationships in high‐ and low‐affluent cultures are a matter of degree, was also supported by the findings. The results suggest that it is less meaningful in cross‐cultural family studies to ask questions about the structure of the family, than to ask about the functional relationships between members of the nuclear family and their kin. In looking only at the nuclear family, one focuses only on those residing in the household, but ignores those important members of the extended family who may reside nearby and their significant relationships with the members of the nuclear family.

This article brings together two areas of current interest in cross-cultural psychology: acculturation and values. Specifically, to what extent do the values held by individuals change as they undergo the experience of acculturation? The cross-cultural study of values frequently examines a broad array of values, but the present study focuses on Greek family values because family is a central cultural institution. Because policies of the host society affect the process of acculturation, it was expected that Greek family values would be sustained after immigration to Canada (where integration is the policy) more than they would after immigration to European countries (where assimilation is emphasized more). It was also predicted that older people and males would subscribe to these values to a greater extent than would younger people and females. A total of 16 samples (N= 951) from Greece, Canada, the Netherlands, and Germany were drawn for the study and were administered a 65-item questionnaire. The results demonstrated significant value change in relation to acculturation across countries and between generations. The joint process of "culture shedding" and "culture learning" was supported.

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This paper examines male and female individual differences in situational triggers of aggressive responses (STAR) in three countries as well as cross-cultural sex differences in trait aggression (aggression questionnaire, AQ). Convenience sampling was employed (university students) for the descriptive correlational study (Poland N = 300, 63% female, mean age 21.86, SD = 2.12; UK N = 196, 60% female, mean age 20.48, SD = 3.79; Greece N = 299, 57% female, mean age 20.71, SD = 4.42). The results showed that the STAR scale is an equivalent construct across all three countries. Overall, females were more sensitive to both provocation (SP) and frustration (SF) than males. When controlling for trait aggression, Polish and Greek females scored similarly in SP and higher than UK females. No sex differences in SP or SF were found in the UK sample. Additionally, Polish participants scored the highest in SP. Furthermore, when trait aggression was removed, the Greek participants were most sensitive to frustration, whereas Polish and English participants' SF did not differ. We discuss the results with regard to intercultural differences between investigated countries.

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The main purpose of this study, on the theoretical framework proposed by Renzulli (1986) and by Van Boxtel and Mo È nks (1992) and Mo È nks, Van Boxtel, Roelefs and Saunders (1986), was to explore pupils' motivation and adaptation to school life in relation to the identi® cation of giftedness. A pool of 1765 primary school pupils were initially tested for Visual-Motor Integration and Creative Thinking. Their teachers nominated 90 of them as gifted, who in turn were assessed in regard to their level of school adaptation and motivation by questionnaires based on Power and Cotterell (1979) and on Entwistle (1968). The comparison groups were ® ve nominated pupils, veri® ed as gifted, seven more nonnominated, but gifted (all 12 identi® ed through psychometric and statistical criteria), and ten non-gifted but nominated pupils. The results indicated that the gifted pupils, depending on whether or not they are identi® ed by their teachers, feel partially motivated and exhibit lower than the expected adaptation at school. The ® ndings are discussed in the light of the current Greek school system.

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The present study aims to examine the relationship of career decision-making difficulties, dysfunctional career thoughts and generalized self-efficacy, as factors involved in the decision-making process for university students. The study also investigates the influence of demographics and individual variables, and examines the predictive power of the Career Decision-making Difficulties Questionnaire (CDDQ) and the Generalized Self-Efficacy Scale (GSE) over the dimensions assessed by the Career Thoughts Inventory (CTI).The results revealed statistically significant positive correlations between CDDQ factors (lack of information, inconsistent information, and lack of readiness) and total grade in Career Thoughts Inventory (CTI), decision-making confusion, commitment difficulty and lack of determination. On the other hand, the results show statistically significant negative correlations between all the aforementioned variables and generalized self-efficacy. Moreover, the generalized self-efficacy, as well as the CDDQ factors seemed to be predictors of the lack of determination, decision-making confusion and commitment difficulty. Finally, there is a discussion about the additionality of the CDDQ and CTI Questionnaires and advantages from their common use. Findings are discussed in the terms of the career counseling framework.