Individualism‐Collectivism and Personality

Triandis, Harry C.

doi:10.1111/1467-6494.696169

Cited by 1,744 publications

(1,414 citation statements)

References 47 publications

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“…That employee norms predicted both acceptability and norms is especially noteworthy and may reflect the Philippines' collectivist culture. In such a culture, peers have a strong influence on identity and behaviour (Triandis, 2001). This is perhaps even more important in government organisations whose leaders may keep changing and thus may not have permanent influence on culture.…”

Section: Discussionmentioning

confidence: 99%

Organisational Culture and Workplace Corruption in Government Hospitals

Hechanova

Melgar

Falguera

et al. 2014

Journal of Pacific Rim Psychology

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T his study examines corruption attitudes and norms in government hospitals in the Philippines. It tests a culture-building model that advocates communication of desired values, leadership role modelling, employee role modelling, alignment of systems and structures, training and evaluation, and reinforcement. Results reveal components that influence corruption attitudes and norms. Communication predicted individual attitudes or acceptability of corrupt acts. Leadership, systems, and controls predicted the prevalence of corrupt acts. Employee role modelling predicted both acceptability of and the prevalence of corrupt acts. In addition, there is a positive relationship between individual attitudes and organisation norms reinforcing the dyadic relationship between the two.

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Section: Discussionmentioning

confidence: 99%

Organisational Culture and Workplace Corruption in Government Hospitals

Hechanova

Melgar

Falguera

et al. 2014

Journal of Pacific Rim Psychology

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“…Por ejemplo, los estudiantes franceses valoran más que los españoles el que los profesores promuevan la autonomía (Villasana & Alonso-Tapia, 2015), mientras que chilenos y españoles no difieren en su valoración de esa pauta; en cambio, los estudiantes chilenos valoran más que sus pares españoles que los profesores evalúen retroalimentando para mejorar a partir de los errores y que actúen equitativamente, entre otras. Estas diferencias no deberían sorprender, ya que diferentes culturas ponen de relieve valores u orientaciones que dan lugar a formas diferentes de valorar, comportarse y relacionarse (Triandis, 2001), de entender la competencia y la motivación (Plaut & Markus, 2005) y, como ya hemos mencionado, a culturas pedagógicas diferentes. No obstante, que sean esperables no exime de la tarea de conocerlas y hacerse cargo de ellas, pues para motivar a los estudiantes es necesario tener claridad respecto de cuáles son las pautas que tienen mayor relevancia para ellos a la hora de movilizarlos hacia el aprendizaje.…”

Section: Conclusionesunclassified

Cuestionario de Clima Motivacional de la Clase: validez intercultural, intergénero, evolutiva y predictiva

Leal-Soto¹,

Alonso‐Tapia²

2017

REV IBEROAM DIAGN EV

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ResumenParte del trabajo docente consiste en crear un clima motivacional propicio para el aprendizaje. El Cuestionario de Clima Motivacional de la Clase (CMCQ) fue desarrollado para su evaluación. Se presentan dos estudios de validación del CMCQ. El primero sometió a prueba la invarianza factorial del instrumento entre estudiantes de educación secundaria españoles y chilenos (n=793), y por sexo en estos últimos; el segundo sometió a prueba la invarianza factorial entre niveles educativos y la validez predictiva del CMCQ sobre cambio en variables motivacionales y rendimiento en estudiantes chilenos (n=2701), a través de modelamiento con ecuaciones estructurales. Los resultados confirman la estructura unifactorial del instrumento y su invarianza por género y nivel educativo, pero muestran diferencias entre culturas; y confirman la validez predictiva del mismo respecto de cambio en variables motivacionales y, a través de éstas, sobre el rendimiento, aunque con variaciones entre culturas y niveles educativos.Palabras clave: clima motivacional de clase, motivación, educación secundaria, rendimiento AbstractPart of teaching is to create a learning motivational climate. Classroom Motivational Climate Questionnaire (CMCQ) was developed for assess the motivational climate in the classroom. Two validation studies of CMCQ are presented. The first tested the factorial invariance of the instrument among Spanish and Chilean secondary school students (n=793), and sex in the latter; the second tested the factorial invariance between educational levels and the predictive validity of CMCQ on change in motivational variables and achievement in Chilean students (n=2701), through structural equation modeling. The results confirm the factor structure of the instrument and its invariance by gender and educational level, but show differences between cultures; and confirm the predictive validity of CMCQ for change in motivational variables and, through them, on performance, although with variations between cultures and educational levels.Keywords: classroom motivational climate, motivation, highschool education, achievement La realización de ambos estudios contó con apoyo financiero a través de GRANT 1110722, otorgado por FONDECYT al primer autor. Los autores agradecen el apoyo del Dr. Rodrigo Ferrer-Urbina en la revisión de los aspectos técnicos del reporte de los resultados en el manuscrito, y de la Srta. Daniela Ramírez en la revisión formal de las referencias.

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“…A second limitation is that it is conducted within an English-speaking, Western cultural setting. Research has shown that an individualÕs willingness to engage in deception and their reactions to deception vary by culture (Triandis, 2001;Triandis et al, 2001). Unfortunately, all of our flights originated or terminated in the United States and our observations excluded any non-English interactions.…”

mentioning

confidence: 92%

Perceptions of Deception: Making Sense of Responses to Employee Deceit

Jehn

Scott

2007

J Bus Ethics

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ABSTRACT. In this research, we examine the effects that customer perceptions of employee deception have on the customersÕ attitudes toward an organization. Based on interview, archival, and observational data within the international airline industry, we develop a model to explain the complex effects of perceived dishonesty on observerÕs attitudes and intentions toward the airline. The data revealed three types of perceived deceit (about beliefs, intentions, and emotions) and three additional factors that influence customer intentions and attitudes: the players involved, the beneficiaries of the deceit, and the harm done by the perceived lie. We develop a model with specific propositions to guide organizations with respect to apparently deceitful behavior of their employees. Implications and directions for future research are provided, focusing on the question of whether organizations should consistently encourage honesty or train their employees to be effective liars.

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Individualism‐Collectivism and Personality

Cited by 1,744 publications

References 47 publications

Organisational Culture and Workplace Corruption in Government Hospitals

Organisational Culture and Workplace Corruption in Government Hospitals

Cuestionario de Clima Motivacional de la Clase: validez intercultural, intergénero, evolutiva y predictiva

Perceptions of Deception: Making Sense of Responses to Employee Deceit

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