Abstract:MMPI‐2 scores of foreign Chinese students (n= 25) were compared to those of a matched sample of Caucasian students (n = 21) and to normative data on American college students. Although responses for all groups were within normal limits, Chinese men appeared more socially introverted than Caucasian men. Relative to Caucasian women, Chinese women were more defensive, depressed, unaware of somatic and psychosocial problems, and gender astereotypic in interests. These tentative findings are discussed in terms of e… Show more
“…I heard that he had always been like that -always alone. (Wenchun, October 20, 2008) To an extent, our experiences echo some previous personality studies on overseas Chinese students (Cheung, Conger, Hau, Lew, & Lau, 1992;Stevens, Kwan, Graybill, 1993). According to these two empirical studies conducted in the early 1990s, basic continuities are evident in the personality traits of mainland and overseas Chinese despite some superficial discontinuities (Cheung, et al, 1992).…”
Section: Personalitysupporting
confidence: 80%
“…In a North American setting, Chinese graduate students tend to be introverted, requiring more time to build friendships than they would on their home soil. As it is difficult to separate personality and culture, updated and qualitative studies on personality (especially in relation to culture) are necessary to examine this important factor among Chinese graduate students in North America (Stevens, et al, 1993).…”
China is now the world’s largest source of international students. In terms of learning performance, Chinese graduate students studying in North America exhibit distinct differences from students who are born and raised in North America. Conflicting cultural values compel Chinese students to reconcile East-West cultures, and put an onus on North American instructors to implement culturally-sensitive pedagogy. Employing the theoretic framework of yin-yang theory, this paper examines Chinese graduate students’ classroom performance against the backdrop of East-West cultural negotiation, and specifically seeks to identify which factors inhibit Chinese graduate students’ participation in North American classrooms. Drawing from their own living experiences, the authors employ self-study in the methodological form of narrative inquiry – in conjunction with references from existing literature – to investigate Chinese graduates’ classroom challenges. Results reveal six factors impacting students’ classroom performance: language; knowledge of the education system; knowledge of the social system; personality; influence of traditional culture; and social/economic/political changes. Future research directions are also suggested.Key words: Chinese graduates, East-West, cross-culture, North America, classroom involvement, self-study
“…I heard that he had always been like that -always alone. (Wenchun, October 20, 2008) To an extent, our experiences echo some previous personality studies on overseas Chinese students (Cheung, Conger, Hau, Lew, & Lau, 1992;Stevens, Kwan, Graybill, 1993). According to these two empirical studies conducted in the early 1990s, basic continuities are evident in the personality traits of mainland and overseas Chinese despite some superficial discontinuities (Cheung, et al, 1992).…”
Section: Personalitysupporting
confidence: 80%
“…In a North American setting, Chinese graduate students tend to be introverted, requiring more time to build friendships than they would on their home soil. As it is difficult to separate personality and culture, updated and qualitative studies on personality (especially in relation to culture) are necessary to examine this important factor among Chinese graduate students in North America (Stevens, et al, 1993).…”
China is now the world’s largest source of international students. In terms of learning performance, Chinese graduate students studying in North America exhibit distinct differences from students who are born and raised in North America. Conflicting cultural values compel Chinese students to reconcile East-West cultures, and put an onus on North American instructors to implement culturally-sensitive pedagogy. Employing the theoretic framework of yin-yang theory, this paper examines Chinese graduate students’ classroom performance against the backdrop of East-West cultural negotiation, and specifically seeks to identify which factors inhibit Chinese graduate students’ participation in North American classrooms. Drawing from their own living experiences, the authors employ self-study in the methodological form of narrative inquiry – in conjunction with references from existing literature – to investigate Chinese graduates’ classroom challenges. Results reveal six factors impacting students’ classroom performance: language; knowledge of the education system; knowledge of the social system; personality; influence of traditional culture; and social/economic/political changes. Future research directions are also suggested.Key words: Chinese graduates, East-West, cross-culture, North America, classroom involvement, self-study
“…This non-effect seems to fly in the face of the many demonstrations of an AH-EH shyness differential in self-reports (e.g., Dion & Yee, 1987;Eysenck, & Eysenck, 1980;Furnham & Cheng, 1999;Fukuyama & Greenfield, 1983;Iwawaki, Johnson & Marsella, 1978;Loo & Shiomi, 1982;Lynn & Thompson, 1975;Magnusson et al, 1983;McCrae et al, 1998;Sofue, 1979;Stevens, Kwan, & Graybill, 1993;Thompson, Ishii, & Klopf, 1990;Thompson, Klopf, & Ishii, 1991;Windle et al, 1987;Zhang et al, 1999). Surely, the questions posed in those studies were not all interpreted as referring to classroom shyness.…”
Section: Study 3: Audience Effects In Social Shynessmentioning
“…In addition, as mentioned above, when the scores of Chinese normal respondents were compared to American respondents, research indicated that the former were elevated on a number of validity and clinical scales (Cheung et al, ; Kwan, ; Stevens et al, ). As a result, we made the following third hypothesis. Hypothesis 3 : The best cut‐off scores (raw scores) of the indices would be higher than those obtained from the studies using the English MMPI‐2.…”
mentioning
confidence: 97%
“…The Chinese MMPI‐2 was published in 2003 (Cheung, Zhang, & Song, ). When the scores of Chinese normal respondents were compared to American respondents, research indicated that the former were elevated on a number of validity and clinical scales, for example, the scales Lie, Infrequency, Depression, Schizophrenia, and Social Introversion (Cheung et al, ; Kwan, ; Stevens, Kwan, & Graybill, ). Accordingly, we should be cautious in cross‐cultural comparisons of the MMPI‐2 scores.…”
The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) is often used in forensic psychological/psychiatric assessment. This was a pilot study on the utility of the Chinese MMPI-2 in detecting feigned mental disorders. The sample consisted of 194 university students who were either simulators (informed or uninformed) or controls. All the participants were administered the Chinese MMPI-2 and the Structured Interview of Reported Symptoms-2 (SIRS-2). The results of the SIRS-2 were utilized to classify the participants into the feigning or control groups. The effectiveness of eight detection indices was investigated by using item analysis, multivariate analysis of covariance (MANCOVA), and receiver operating characteristic (ROC) analysis. Results indicated that informed-simulating participants with prior knowledge of mental disorders did not perform better in avoiding feigning detection than uninformed-simulating participants. In addition, the eight detection indices of the Chinese MMPI-2 were effective in discriminating participants in the feigning and control groups, and the best cut-off scores of three of the indices were higher than those obtained from the studies using the English MMPI-2. Thus, in this sample of university students, the utility of the Chinese MMPI-2 in detecting feigned mental disorders was tentatively supported, and the Chinese Infrequency Scale (ICH), a scale developed specifically for the Chinese MMPI-2, was also supported as a valid scale for validity checking.
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