Worldminded Attitudes of College Students in a Southern University

Garrison, Karl C.

doi:10.1080/00224545.1961.9919359

Cited by 10 publications

(5 citation statements)

References 7 publications

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“…The originator of the instrument cited a split-half reliability coefficient of 0.93 (corrected) and a test-retest coefficient of 0.93 when the instrument was given to university student samples (Sampson & Smith, 1957). The alpha coefficients for the eight subscales of feelings about religion, immigration, world government, economics, patriotism, race, education, and war [for details, see Sampson and Smith (1957)] ranged from 0.3 to 0.6, wich a mean coefficient of 0.5 for the 4-item subscales, similar co the findings of Garrison (1961). These ranged from 0.33 to 0.64.…”

supporting

confidence: 58%

“…The univariate statistics for the Worldmindedness scale scores of nonhirers of foreign students showed that their scores fell within the range normally cited in profiles for US students, 123 to 128 (Sampson & Smith, 1957;Garrison, 1961), with a mean group score of 125.7 ( n = 17, SD = 30). Such a finding suggests that nonhirers may have worldminded attitudes similar to those of the North American population (based on student groups).…”

Section: Resultsmentioning

confidence: 64%

“…The questionnaire included the previously validated Worldmindedness instrument, developed by Sampson and Smith (1957) and replicated by Garrison (1961) and Paul (1966). The originator of the instrument cited a split-half reliability coefficient of 0.93 (corrected) and a test-retest coefficient of 0.93 when the instrument was given to university student samples (Sampson & Smith, 1957).…”

mentioning

confidence: 99%

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An Investigation of Worldmindedness, Satisfaction, and Commitment for Hirers of Foreign Student Exchanges

et al. 1986

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Srrmmary.-Sampsonand Smith's Worldmindedness scale is a 32-item disagree-agree inventory designed to assess worldminded values in individuals. This procedure, developed and tested in the United States, has here been applied to a Canadian sarnple of 9 1 company hirers of foreigo students and 21 company nonhirers of such. In doing so, the stability of previous findings for USA students and the reliability of the instrument have also been assessed. Also, using a series of disagree-agree anitudinal items, the hirers were asked about their satisfaction with and commitment to foreign student exchange programs and services. The instrument was distributed to all respondents by mail. A primary finding was that hirers of foreign students appear to have higher worldmindedness scores than North American students and nonhirers of foreign students. Implications of this research along marketing lines are discussed.

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supporting

confidence: 58%

Section: Resultsmentioning

confidence: 64%

mentioning

confidence: 99%

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An Investigation of Worldmindedness, Satisfaction, and Commitment for Hirers of Foreign Student Exchanges

et al. 1986

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“…Further, the high‐scoring participants were more likely to describe their parents as lenient, while low‐scorers more often described theirs as strict. Garrison () found that students’ WS scores correlated .37 with test grades in an educational psychology course and that WS average scores were higher for students in each higher college class, offering “evidence that worldmindedness is positively related to mental alertness” (p. 152).…”

Section: Theoretical Foundations Of Global Human Identification and Cmentioning

confidence: 99%

Global Human Identification and Citizenship: A Review of Psychological Studies

McFarland

Hackett

Hamer

et al. 2019

Political Psychology

135

188

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We review psychological research on global human identification and citizenship, Thomas Paine's belief that "The world is my country, and all mankind are my brethren." In turn, we review the theoretical foundations that guided our work, research with measures that preceded our own, and our own work with our correlated scales. We review its foundations, its effects upon attitudes and behaviors, and how it might be enlarged. Global human identification and citizenship is related negatively to ethnocentrism, authoritarianism, the social dominance orientation, and self-centeredness, but positively to dispositional empathy, openness to experience, and the values of universalism, care, and justice. It is expressed in attitudes and behaviors that support human rights and work to reduce global suffering and inequalities. It is associated with greater global knowledge and with efforts to acquire that knowledge. Childrearing that emphasizes cross-cultural exposure and awareness of others' suffering may promote global human identification and citizenship, as does education that encourages global mindedness. Environments that support global human identification also induce it, as does envisioning it as a moral ideal.

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“…The concept of international interest must be differentiated from that of world-mindedness. Considerable research has been documented concerning the notion of worldmindedness (Garrison, 1961;Prien, 1966;Hull, 1972;Crawford & Lamb, 1982;Boatler, 1991). Early work by Sampson and Smith (1957) ness was described as an interest in a knowledge about international affairs.…”

Section: Journal Of Teaching In International Businessmentioning

confidence: 99%