Ethnic and gender differences in psychological reactance: the importance of reactance in multicultural counselling

Seemann, Eric; Buboltz, C Walter; Jenkins, Steve M.; Soper, Barlow; Woller, Kevin M. P.

doi:10.1080/09515070410001728316

Cited by 41 publications

(23 citation statements)

References 18 publications

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“…Both of the male participants, Alex and Joe, exhibited psychological reactance, whereas our female participant, Vera, did not. While it is impossible to generalize with only three participants, the literature on psychological reactance and gender seems to support our findings: Males tend to exhibit psychological reactance more than females (e.g., Seemann et al, ; Woller et al, ). However, of the three participants, Vera's foreign language choice of Italian was the most congruent with her ethnic heritage and identity.…”

Section: Discussionsupporting

confidence: 64%

“…The role of gender in psychological reactance has also been examined. Although early research (e.g., Brehm & Brehm, 1981) suggested that gender was not a major factor related to psychological reactance, several more recent studies (e.g., Seemann et al, ; Woller, Buboltz, & Loveland, ), have indeed found that men are more likely to exhibit psychological reactance than women. The researchers explain that these differences may be due to socialization practices: Men are more likely to react negatively to a perceived threat in freedom, and even though women typically have their freedoms threatened more frequently, they are, for the most part, not socialized to react to those threats.…”

Section: Laying Out a Theoretical Frameworkmentioning

confidence: 97%

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Exploring Motivational Profiles Through Language Learning Narratives

Thompson

Vásquez

2015

The Modern Language Journal

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This study analyzes the language learning narratives of 3 NNS foreign language teachers. It uses as a theoretical framework the L2 Motivational Self System (L2MSS) (Dörnyei, 2009) but adds the dimension of psychological reactance (Brehm, 1966). Our findings indicate that the L2MSS underestimates the relationship between ‘I' and ‘other,' a distinction that is paramount in Self‐Discrepancy Theory (Higgins, 1987). Specifically, the ‘I' dimension is strongly articulated in the ideal L2 self, whereas the ‘other' dimension is not. The inverse is true for the ought‐to L2 self in which the ‘other' dimension is emphasized. These omissions underemphasize the importance of the interaction between the self and the context in forming language learning motivation. In addition, the findings indicate that the L2MSS framework needs further development in order to account for learners in a variety of settings, as opposed to primarily an English as a Foreign Language (EFL) environment. Consistent with recent claims about the types of contributions that language learning biographies/narratives can make to SLA research (Pavlenko, 2007), this study offers additional insights into how individual differences interact with contextual variables in language learning.

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Section: Discussionsupporting

confidence: 64%

Section: Laying Out a Theoretical Frameworkmentioning

confidence: 97%

Exploring Motivational Profiles Through Language Learning Narratives

Thompson

Vásquez

2015

The Modern Language Journal

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“…It has been linked to race and age, with African‐Americans and young adults (18–29) showing higher rates of reactance than Caucasians or older adults (30–40) (Hong & Page ; Seemann et al . ). Reactance negatively impacts therapeutic outcomes, especially when a directive, non‐collaborative approach is used, as is common in child welfare services (Forrester et al .…”

Section: Psychological Reactancementioning

confidence: 97%

The relationship between reactance and engagement in a child welfare sample

Mirick

2012

Child & Family Social Work

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A B S T RA C TParents frequently do not engage in child welfare services. A lack of engagement can lead to significant negative consequences for families. A relationship between psychological reactance and engagement in the context of child welfare work has been theorized but not examined empirically. This paper presents the results of a preliminary descriptive study (N = 43) which found a significant negative relationship (r = -0.277, P < 0.05) between individual reactance levels and levels of engagement in child welfare services. A four-dimension measure of engagement was used. Significant relationships were found between reactance and the dimensions of working relationship (r = -0.260, P < -0.05) and mistrust (r = 0.340, P < 0.05) and a similar trend was seen with a third dimension, receptivity (r = -0.245, P = 0.056). There was no significant relationship between reactance and the fourth dimension, buy-in. The implications of these findings for child welfare work are explored.

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“…Previous studies on cultural values and attitudes towards counselling have been conducted quantitatively from the etic perspective or across the cultural context (Chandra & Minkovitz, 2007;Ho, Yeh, McCabe, & Hough, 2007;Komiya, Good, & Sherrod, 2000;Ponterotto & Benesch, 1988;Riet & Knoetz, 2004;Ringel, 2005;Seeman, Buboltz, Jenkins, Soper, & Woller, 2004;Vogel, Wade, & Hackler, 2008;Vogel, Wester, Wei, & Boysen, 2005;Yoo, Goh, & Yoon, 2005) with little attention to 546 N.A.M. Daud and T. Bond understanding the concerns of participants from the emic perspective, or within their cultural context.…”

Section: School Counselling In Malaysiamentioning

confidence: 98%

Cultural values and attitudes towards guidance and counselling services in one secondary school in Malaysia: the role of a school cultural system

Daud¹,

Bond²

2013

British Journal of Guidance & Counselling

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This narrative ethnographic study aims to explore students' attitudes towards guidance and counselling services in one secondary school in Malaysia. Semistructured individual interviews, group interviews and observations were conducted with school students of different racial backgrounds. They were identified as referred clients, self-referred clients, and those not deemed to be involved in counselling. The data were analysed using the constant comparative analysis grounded theory approach. The findings indicate that there were different attitudes among the three groups of participants concerning counselling services. The study highlights the role of a school system in elucidating attitudes towards guidance and counselling services. It poses implications for understanding counselling services within the school system.

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Ethnic and gender differences in psychological reactance: the importance of reactance in multicultural counselling

Cited by 41 publications

References 18 publications

Exploring Motivational Profiles Through Language Learning Narratives

Exploring Motivational Profiles Through Language Learning Narratives

The relationship between reactance and engagement in a child welfare sample

Cultural values and attitudes towards guidance and counselling services in one secondary school in Malaysia: the role of a school cultural system

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