By W. A. Scott, William Scott
In keeping with unique reasearch conducted from Phoenix to Hong Kong, Adjustment of youth examines adolescent adjustment to varsity, friends and family throughout seven cultures.
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Extra resources for Adjustment of adolescents : cross-cultural similarities and differences
13 with the parent’s. 19 for teacher’s, while teacher-judged hostility correlated –. 24 with the parent’s judgment. 09 with the child’s, parent’s, and teacher’s evaluation of performance. 12 with parent’s report of academic performance, and a non-significant relationship to the teacher’s evaluation. In summary, superior academic performance tends to go along with the coping styles represented by high self-esteem, low anxiety and low hostility in the child and to attributing to school an academic rather than a social meaning.
It is very hard to detect such subtle differences in word meanings, and users of either language may differ in extremity of meaning attached to each adverb. It is partly because users of a given language differ in such subtle gradations of meaning that we cannot place too much emphasis on precise points of measurement implied by single words. Almost no one uses a language with the precision implied by lexicographers, and it is likely that intra-cultural differences are every bit as great as inter-cultural differences in word meanings.
90 or higher). For these scales, one can be reasonably certain that several measures of the variable yielded similar relative scores for the seven cultures; that is, the cross-cultural differences are reliable. The lowest homogeneity ratios appear for the scales of anxiety, hostility, teacher-judged interpersonal competence, and the child’s satisfaction with friends, which implies that the cross-cultural comparisons are suspect, for different ways of measuring the variables did not yield the same results.
Adjustment of adolescents : cross-cultural similarities and differences by W. A. Scott, William Scott