Browsing by Subject "Cross-cultural study"
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Item Differentiation and healthy family functioning(2012-08) Kim, Hyejin; Prouty, Anne M.; Smith, Douglas B.; Ko, Mei-Ju; Wetchler, Joseph L.Inconsistent results have been found in prior research on differentiation of self in Bowen Family Systems Theory and its application to individuals, couples, and families of different cultural backgrounds. In this regard, the present study examined the impact of differentiation of self on healthy family functioning with 183 participants including Koreans in South Korea, South Koreans in the United States, and White American in the United States. Multigroup Confirmatory Factor Analysis identified good construct validity of a measurement (DSI-R) used for the three groups of this study. An analysis of covariance (ANCOVA) found significant differences among the three groups with regard to the level of differentiation. Results of a multivariate analysis of covariance (MANCOVA) showed significant effects of differentiation levels on family functioning, family satisfaction, and family communication. This study also examined the relationships between differentiation and family functioning within a collectivistic Korean culture. Koreans residing in South Korea (n=235) participated in this study, and ranged in age from 20 to 70 years. Confirmatory Factor Analysis showed that the Differentiation of Self Inventory-Revised had adequate construct validity for use with South Koreans. An analysis of variance (ANOVA) revealed that older South Koreans had higher differentiation levels than younger South Koreans. Regression results showed that balanced and healthy family functioning was significantly related to greater family satisfaction and more positive family communication. Results of a multivariate analysis of covariance (MANCOVA) revealed there were significant differences between the high differentiation group and the low differentiation group across family functioning, family satisfaction, and family communication. The author discusses implications for clinical practice, interventions, and future research.Item Struggling readers at the middle level: A cross-cultural study of the social aspect of their reading(2006-08) Chen, Xiufang; Johnson, Holly; Watson, Patricia; Price, Margaret A.; Halsey, PamelaStruggling readers at the middle level (4-8) face complex challenges when compared to students in the primary grades (K-3). However, less attention has been paid to this group of students. Reading is not only a cognitive and/or motivational process, but also a social one. Researchers have found that students who discuss reading frequently with peers have higher scores on standardized reading achievement tests. Besides, collaborative social activities in meaningful literacy contexts also promote higher level thinking skills and the intrinsic desire to read and write, as well as helping to develop literacy skills. During social interactions, researchers have found differences in amount of talk, initiation patterns, volume of talk, and the use of questions among students from different cultural backgrounds. The purpose of this study was to explore the social aspects of reading among struggling middle level readers from different cultural backgrounds. The research participants were four struggling middle level readers from differing cultural backgrounds from a private school. A qualitative comparative case study was implemented. This study’s data set included detailed field notes from the reading sessions in the classroom throughout a semester, transcripts of interviews with each of the four participants, and various documents including participants' portfolios. The findings from this research study indicated that none of the participants had many social interactions associated with reading and text in their previous school learning experiences. Among the different types of social interactions in the class, homogeneous/literature circle grouping most encouraged their participation in discussion. These literature circles proved to be a very effective teaching approach to help struggling readers. Participants' social interactions reflected gender and cultural differences in terms of level of participation, content and function of talk as well. The participants' social interactions about reading and texts in class helped them better understand and remember the texts. These social interactions also impacted the participants' experiences with reading, more specifically, their views of reading, the frequency and breadth of their reading, their views of self as reader, and their reading processes.Item Struggling readers at the middle level: a cross-cultural study of the social aspect of their reading(Texas Tech University, 2006-08) Chen, Xiufang; Johnson, Holly; Watson, Patricia; Price, Margaret A.; Halsey, PamelaStruggling readers at the middle level (4-8) face complex challenges when compared to students in the primary grades (K-3). However, less attention has been paid to this group of students. Reading is not only a cognitive and/or motivational process, but also a social one. Researchers have found that students who discuss reading frequently with peers have higher scores on standardized reading achievement tests. Besides, collaborative social activities in meaningful literacy contexts also promote higher level thinking skills and the intrinsic desire to read and write, as well as helping to develop literacy skills. During social interactions, researchers have found differences in amount of talk, initiation patterns, volume of talk, and the use of questions among students from different cultural backgrounds. The purpose of this study was to explore the social aspects of reading among struggling middle level readers from different cultural backgrounds. The research participants were four struggling middle level readers from differing cultural backgrounds from a private school. A qualitative comparative case study was implemented. This study’s data set included detailed field notes from the reading sessions in the classroom throughout a semester, transcripts of interviews with each of the four participants, and various documents including participants' portfolios. The findings from this research study indicated that none of the participants had many social interactions associated with reading and text in their previous school learning experiences. Among the different types of social interactions in the class, homogeneous/literature circle grouping most encouraged their participation in discussion. These literature circles proved to be a very effective teaching approach to help struggling readers. Participants' social interactions reflected gender and cultural differences in terms of level of participation, content and function of talk as well. The participants' social interactions about reading and texts in class helped them better understand and remember the texts. These social interactions also impacted the participants' experiences with reading, more specifically, their views of reading, the frequency and breadth of their reading, their views of self as reader, and their reading processes.