Comparing Self-differentiation and Psychological Well-being between Korean and European American Students

Chung, Hyun Soo; Gale, Jerry

doi:10.1007/s10591-006-9013-z

Cited by 83 publications

(84 citation statements)

References 23 publications

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“…Interestingly, for both groups, perceived family functioning was not associated with the ''fusion with others'' subscale. This was contrary to our prediction, but may be consistent with some previous research using the DSI or DSI-R to measure fusion (Chung and Gale 2006;Skowron 2000Skowron , 2004Skowron and Friedlander 1998;Tuason and Friedlander 2000). Although Skowron (2004) pointed out that research using alternate measures of fusion or related constructs have supported Bowen's perspective, some other researchers (Jenkins et al 2005;Johnson et al 2001) suggested the reexamination of the measurement of Bowen's concept of fusion by DSI or DSI-R.…”

Section: Discussionsupporting

confidence: 73%

“…Although Bowen asserted that his theory was universal, and both differentiation and relatedness may be relevant in various cultures, because of the paucity of cross-cultural research, it is not conclusive that healthy family functioning is associated with self-differentiation to the same degree across cultures. Although some researchers have reported the cross-cultural validity of the construct of self-differentiation (Skowron 2004;Tuason and Friedlander 2000), in most studies, with the exception of that by Chung and Gale (2006), researchers did not recruited participants from different cultural regions. Furthermore, up to now no cross-cultural research has considered the relation to family functioning of self-differentiation.…”

Section: Literature Reviewmentioning

confidence: 99%

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Family Functioning and Self-Differentiation: A Cross-Cultural Examination

Chung

Gale

2008

Contemp Fam Ther

Self Cite

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This study examined the degree to which self-differentiation as related to family functioning is valued differently by Korean and European-American university students. The main findings confirm that the level of family functioning reported by European Americans is greater than for their Korean counterpart; family functioning is associated with differentiation measures (total score, emotional reactivity, and emotional cutoff) to a different extent across the two groups; and controlling for the effect of family functioning, the added contribution of a country variable explained further variance in selfdifferentiation. The importance of addressing the issue of similarities and differences between cultures in the assessment and treatment of individuals with problems related to their families of origin is discussed.

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Section: Discussionsupporting

confidence: 73%

Section: Literature Reviewmentioning

confidence: 99%

Family Functioning and Self-Differentiation: A Cross-Cultural Examination

Chung

Gale

2008

Contemp Fam Ther

Self Cite

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“…Preliminary results suggest that the IP and FO dimensions of differentiation expressed in Portuguese culture also are less psychometrically distinct than are dimensions of ER and EC . One exception though comes from a study conducted in Korean culture that documented the IP component of differentiation as a powerful predictor of self-esteem (Chung & Gale, 2006). Some have argued for specification of fusion with others in the Chinese population for example, to focus on "fusion with one's family" in particular, to better reflect the phenomenon of fusion in Chinese culture (Lam & Chan-So, 2010).…”

Section: Discussionmentioning

confidence: 99%

Spanish Adaptation Of The Differentiation Of Self Inventory-Revised (DSI-R)

2015

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This study introduces the Spanish Differentiation of Self Inventory(S-DSI) version, a 26 item measure, consisting of 2 subscales-Emotional Reactivity and Emotional Cutoff-focusing on adults (ages 25+) and their significant relationships, including current relations with family of origin.Translation of DSI into Spanish was conducted using a back translation method, with two independent teams for translation into Spanish and back-translation into English. A sample of 1047 adult men and women (living in Spain, native Spanish speakers) completed the Spanish-DSI scale and a socio-demographic questionnaire. Exploratory factor analysis was conducted on a randomly selected half of the sample, and results yielded a two subscalesolution that closely conformed with the original DSI's Emotional Reactivity and Emotional Cutoff scales. Results of a confirmatory factor analysis cross-validated the measure's factor structure in the remaining sample. Implications for cross-cultural research and culturally-informed study of Bowen theory in Spanish populations are further discussed. Keywords: cross-cultural research, family systems theory, Hispanic families, instrument validation, family assessment measure. ResumenEste trabajo presenta la versión española del Differentiation of Self Inventory (S-DSI), un instrumento de 26 ítems, con dos subescalas -Reactividad Emocional y Corte Emocional-, orientado a población adulta (mayores de 25 años) y al estudio de sus relaciones significativas, lo que incluye las relaciones con la familia de origen y las actuales. La traducción del DSI-R al español se realizó a través del método de traducción inversa, con dos equipos de traducción independientes para la traducción al español y la traducción inversa al inglés. Una muestra de 1047 mujeres y hombres adultos (residentes en España y con el español como lengua nativa) cumplimentaron la traducción española del DSI-R y un cuestionario sociodemográfico. Se llevó a cabo un análisis factorial exploratorio con la mitad de la muestra seleccionada al azar. Sus resultados conducen a un modelo de dos subescalas que corresponden en gran medida con las subescalas originales Emotional Reactivity y Emotional Cutoff del DSI-R. Los resultados del análisis factorial confirmatorio realizado con la otra mitad de la muestra corroboran esta estructura factorial. Se discuten finalmente las implicaciones para la investigación transcultural y para el estudio culturalmente fundamentado de la Teoría de Bowen en poblaciones de habla española.

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“…At the same time, these children were much lower in their self-confidence about learning mathematics (the percentage of students who had high self-confidence in learning mathematics was 26% for Taipei, 30% for Hong Kong SAR, 17% for Japan, and 30% for Korea) than Americans (51%) (Mullis et al 2004). Another study comparing 427 South Korean with 375 American college students found Koreans to be less self-differentiated (Korean M=3.21, SD=0.43; American M = 3.86, SD = 0.51) and less assertive of their positions (Korean M = 3.62, SD = 0.57; American M = 4.10, SD = 0.68) than their European American counterparts (Chung and Gale 2006).…”

Section: Self-concept and Confidencementioning

confidence: 98%

Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences

et al. 2010

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Much research has been conducted to document and sometimes to provide proximate explanations (e.g., Confucianism vs. Western philosophy) for East-West cultural differences. The ultimate evolutionary mechanisms underlying these cross-cultural differences have not been addressed. We propose in this review that East-West cultural differences (e.g., independent versus interdependent self construal; autonomy versus harmony in values; hierarchical versus egalitarian relationships) result from social learning and individual learning as primary means to adapt to the local environment. Historical and contemporary evidence from multiple sources is reviewed that indicates smaller extents of environmental variability in East Asia including China than in Europe and North America, favoring social learning in the East and individual learning in the West. Corresponding to these different adaptive strategies, East-West differences stem from learning styles that differ between copying and rote memorization, on the one hand, and critical thinking and innovative problem solving, on the other hand. These primary cultural differences are correlated with such personality attributes as conformity, compliance, and independence that serve to facilitate social or individual learning. This and other cross-cultural and educational psychological research is reviewed as evidence to support our evolutionary explanation of why Eastern and Western cultures differ in the ways in which they do.Cross-cultural research in the past 50 years has mainly focused on comparisons between Eastern and Western cultures, yielding a myriad of observations and findings of East-West differences. In educational psychology, these findings are relevant to issues ranging from achievement motivation (e.g., Hess et al. 1987), academic performance (e.g., Stevenson et al. 1985), and Educ Psychol Rev (2011) 23:99-129

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Comparing Self-differentiation and Psychological Well-being between Korean and European American Students

Cited by 83 publications

References 23 publications

Family Functioning and Self-Differentiation: A Cross-Cultural Examination

Family Functioning and Self-Differentiation: A Cross-Cultural Examination

Spanish Adaptation Of The Differentiation Of Self Inventory-Revised (DSI-R)

Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences

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