On being yourself in different cultures: ideal and actual self-concept, autonomy support, and well-being in China, Russia, and the United States

Lynch, Martin F.; Guardia, Jennifer G. La; Ryan, Richard M.

doi:10.1080/17439760902933765

Cited by 128 publications

(114 citation statements)

References 45 publications

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“…For example, in the present study, need imbalance was most related to negative affect, whereas interpretable cultural differences in wellbeing were mainly limited to the eudaimonic well-being scales. (Church et al, in press;Lynch et al, 2009;Sheldon, Ryan, Rawsthorne, & Ilardi, 1997).…”

Section: Need Satisfaction As a Predictor Of Well-beingmentioning

confidence: 99%

Need Satisfaction and Well-Being: Testing Self-Determination Theory in Eight Cultures

Church¹,

Katigbak²,

Locke³

et al. 2012

PsycEXTRA Dataset

136

106

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According to Self-Determination Theory (SDT), satisfaction of needs for autonomy, competence, and relatedness is a universal requirement for psychological well-being. We tested this hypothesis with college students in the United States, Australia, Mexico, Venezuela, the Philippines, Malaysia, China, and Japan. Participants rated the extent to which these needs, plus needs for self-actualization and pleasure-stimulation, were satisfied in various roles and reported their general hedonic (i.e., positive and negative affect) and eudaimonic (e.g., meaning in life, personal growth) well-being. Asian participants averaged lower than non-Asian participants in perceived satisfaction of autonomy, competence, and self-actualization needs and in most aspects of eudaimonic well-being and these differences were partially accounted for by differences in dialecticism and independent self-construals. Nonetheless, perceived need satisfaction predicted overall well-being to a similar degree in all cultures and in most cultures provided incremental prediction beyond the Big Five traits. Perceived imbalance in the satisfaction of different needs also modestly predicted well-being, particularly negative affect. The study extended support for the universal importance of SDT need satisfaction to several new cultures.NEED SATISFACTION AND WELL-BEING 5 Self-Determination Theory (SDT) proposes that certain evolved psychological needs must be satisfied if individuals are to develop to their fullest potential, in the same way that plants require key nutrients to thrive (Deci & Ryan, 1985Ryan, 1995;. SDT posits three universal needs: autonomy, competence, and relatedness. Autonomy involves the need to experience one's behavior as freely chosen and volitional, rather than imposed by external forces. Competence involves the need to feel capable and effective in one's actions. Relatedness involves the need for belonging, intimacy, and connectedness to others.SDT theorists view these needs as broad motivational tendencies that operate across life domains and contend that satisfaction of all three needs, not just one or two, is essential for well-being.Although the expression or means of satisfying these needs may vary across cultures, their satisfaction is viewed as essential for well-being in all cultures.In contrast, some critics of SDT have questioned whether these needs are cultural universals. In particular, several scholars have argued that autonomy is more valued or normative in individualistic or Western cultures (Cross & Markus, 1999;Iyengar & Lepper, 1999;Miller, 1997). However, as noted by Chirkov and Ryan (2001), the existence of cultural differences in the strength of autonomy values does not preclude similarities in the functional impact of autonomy-supportive versus controlling environments. Furthermore, SDT theorists counter that critics tend to confuse autonomy as defined by SDT with independence or individualism (Chirkov, Ryan, Kim, & Kaplan, 2003). For example, behaving in accordance with group norms might be internal...

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Section: Need Satisfaction As a Predictor Of Well-beingmentioning

confidence: 99%

Need Satisfaction and Well-Being: Testing Self-Determination Theory in Eight Cultures

Church¹,

Katigbak²,

Locke³

et al. 2012

PsycEXTRA Dataset

136

106

View full text Add to dashboard Cite

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“…Empirically, autonomy (Lynch, La Guardia, & Ryan, 2009) as well as social relatedness (Decovic & Meeus, 1997) were both found to be essential determinants of a healthy self-concept, including academic self-concept.…”

Section: Current Studymentioning

confidence: 99%

What It Means to Be an Adolescent Teacher-And-Peer-Independent Motivation Type

Krunke¹,

Raufelder²

2014

JEL

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In order to enhance our understanding of interindividual differences in academic motivation, the present study examined the interplay of personality, psychosocial adjustment and socio-academic factors in a subsample of adolescent students identified as teacher-and-peer-independent motivation type (MT) (N = 295; M Age = 13.71) in Brandenburg, Germany. A latent structural equation model was run in order to test whether psychosocial adjustment mediates the association between personality and socio-academic factors. The results revealed that psychosocial adjustment fully mediates the associations between personality and socio-academic factors. Additionally, results showed that neuroticism is a strong predictor of socio-academic difficulties. The findings could be integral of supporting students on a more individualized level.

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“…Furthermore, research has identified cultural variations in educational practices and teachers' beliefs (TALIS 2009), as well as in many other psychological topics of interest for the AIED research community, such as decision making, reasoning, motivation, self-regulation, collaboration, competition, personal values, and various aspects of perception and interpretation (Henrich et al 2010a;Various authors 2010;Purdie and Hattie 1996;Lynch et al 2009;Ryan et al 2005;Hofstede 2008).…”

Section: Investigating the Socio-cultural Status Of Aied Researchmentioning

confidence: 99%

Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities

Blanchard¹

2014

Int J Artif Intell Educ

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This paper investigates international representations in the Artificial Intelligence in Education (AIED) research field. Its methodological and theoretical groundings are inspired by Arnett (2008) and Henrich et al. (2010a) who addressed the same issue in psychology, and respectively a) discovered massive imbalances in representation in top-tier psychology journals, and b) clarified risks of this situation. Data on research production collected on 2 top-tiers AIED conferences indicate that relatively similar imbalances exist in AIED. Potential threats and challenges induced by that situation are discussed as well as additionally identified phenomena related to the culture of the AIED community.

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On being yourself in different cultures: ideal and actual self-concept, autonomy support, and well-being in China, Russia, and the United States

Cited by 128 publications

References 45 publications

Need Satisfaction and Well-Being: Testing Self-Determination Theory in Eight Cultures

Need Satisfaction and Well-Being: Testing Self-Determination Theory in Eight Cultures

What It Means to Be an Adolescent Teacher-And-Peer-Independent Motivation Type

Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities

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