Cross-cultural studies of self-esteem, self-differentiation and stress in school students

Bagley, Christopher; Mallick, Kanka

doi:10.1177/003452379605600102

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Cross-cultural studies of self-esteem indicate that cultural factors may have a strong influence on how individuals evaluate themselves and present themselves to others (Bagley and Mallick 1996). Past research on self-esteem across cultures suggests that people from collectivistic cultures (e.g.…”

Section: Self-esteemmentioning

confidence: 99%

Personal and Economic Empowerment in Rural Indian Women

Moyle

Dollard

Biswas

2006

International Journal of Rural Management

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The present study examined the empowerment of women by addressing two dimensions: economic empowerment and personal empowerment. One hundred women, aged between 16 and 65 years, participating in self-help groups from two rural Indian villages in North-West India took part in the study. Both quantitative and qualitative data were gathered through self-report surveys and interviews, with the analysis yielding contradictory findings. The quantitative data found that working women reported moderate to high levels on collective efficacy, proactive attitude, self-esteem and self-efficacy with no significant reporting of psychological distress. In contrast, examination of the qualitative data revealed positive appraisals of self-worth, purpose and independence and negative appraisals of pressure, challenge and stress. The implications of these findings and the importance of this study are discussed.

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Section: Self-esteemmentioning

confidence: 99%

Personal and Economic Empowerment in Rural Indian Women

Moyle

Dollard

Biswas

2006

International Journal of Rural Management

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“…A programme of cross-cultural research has, however, produced some paradoxes in the inferences that can be drawn from comparing mean scores on the Children's Embedded Figures Test (Witkin et al, 1971) with several hundred 9 to ll-year-olds in a variety of cultural and migrant settings: children in and from Jamaica (including children of migrants to Canada); Anglo-Celtic children born in England; children in and from India (including children of migrants to England and the US); children of the Blackfoot Nation of Montana and Alberta; Italian and Anglo-Celtic children in Canada; Japanese children in and from Japan (including children of migrants to England and Canada); and children in rural China (Bagley, 1983(Bagley, , 1984(Bagley, , 1985(Bagley, , 1988(Bagley, , 1995(Bagley, , 1997Bagley & Mallick, 1996a;Bagley, Iwawaki & Young, 1983;Bagley & Wong, 1983;.…”

Section: Cross-cultural Research With 9 To Ll-year-oldsmentioning

confidence: 99%

Field independence, cultural context and academic achievement: a commentary

Bagley

Mallick

1998

Brit J of Edu Psychol

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Background. This review of literature on cross‐cultural aspects of perceptual disembedding skills takes as a starting point a commentary on the Spanish work on field dependence‐independence and scholastic achievements (Tinajero & Páramo, 1997). Aims. To place findings from cross‐cultural psychology on field independence in the context of current literature on multicultural education. Methods. A review of literature, and in particular a review of the authors' studies in this field. Results. It appears that because of the wide variation in abilities in perceptual disembedding between cultures, and the malleability of cognitive styles in migrant children, the concept of cognitive style is more usefully deployed as an indicator of process and change in migration and multicultural education than as a description of basic cognitive processes. Those factors which have influenced change in the direction of children's greater perceptual disembedding skills (urbanisation, migration, exposure to computers and computer games) may also be related to some of the factors responsible for the increase in mean levels of intelligence seen in children in the developed world. The paradox of very high mean scores on the Children's Embedded Figures Test found in studies of Japanese and Chinese 9‐ to 11‐year‐olds, in the absence of identifiable factors which could explain why children in group oriented cultures have such marked abilities in perceptual disembedding, is considered. Conclusion. Multicultural educational practices should not be framed on the presumption that particular ethnic groups possess a particular kind of cognitive style. It is the teacher in the multicultural classroom who should have a field independent cognitive style, so that he or she can accommodate different learning styles in classroom tasks.

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Cross-cultural studies of self-esteem, self-differentiation and stress in school students

Cited by 2 publications

References 16 publications

Personal and Economic Empowerment in Rural Indian Women

Personal and Economic Empowerment in Rural Indian Women

Field independence, cultural context and academic achievement: a commentary

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