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Cultural Psychology Flashcards

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1
Q

What are universals in psychology?

A

Core mental attributes that are shared on some conceptual level by humans across cultures
- i.e., fundamental cognitive and affective processes

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2
Q

WEIRD vs Non-WEIRD psychological process examples

A
  • Visual perception
  • Analytic vs Holistic cognition
  • Fairness
  • Individualism-Collectivism Scale
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3
Q

Segall et al (1966) Muller-lyer illusion American vs Non-western cultures

A

American undergrads required longer extensions of A before perceived the same as B vs other cultures
- if only used Americans then left with conclusion illusion does exist when it differs by culture (environmental explanations)

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4
Q

Carpentered Wood Hypothesis

A

Illusion in WEIRD cultures that non-rectangular shapes are rectangular in perspective
BUT: Growing up in contexts without carpentering like this, then the illusion does not exist

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5
Q

Attention to the field - East Asian vs American cognition

A

East Asian - Holistic view, object and environment entwined

American - Analytic view, object and environment separate

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6
Q

Fairness - Heinrich et al. (2015) ultimatum games across cultural groups

A
  • Prosper offers ranged 26-56%, responder rates also varied

- Higher collectivism - higher offers, but if too high will be declined - reciprocity

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7
Q

Differences in Fairness explanations

A
  1. Social learning is cultural learning - highly evolved and adaptive
  2. You bring preferences and beliefs acquired from context to experiment
  3. Generalise others actions
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8
Q

Individualism

A
  • Independence, motivated by own preferences, needs, rights
  • priority to personal goals
  • Look after self + immediate family
  • Rationalise pros and cons of associating
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9
Q

Collectivism

A
  • Membership to specific collectives
  • Cohesion co-operation
  • Group wishes, needs and desires valued first
  • Individual minimised, group maximised
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10
Q

Dimensions of I-C

A
  • Vertical Individualism: autonomous individual accepting if inequity
  • Vertical Collectivism: sees self as an aspect of ingroup but accepts inequalities within collective
  • Horizontal Individualism: autonomous individual, equality expected
  • Horizontal Collectivism: sees self as members of ingroup but sees members of collective as same
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11
Q

Factors influencing I-C

A
  • Complexity

- Tightness (norms imposed)

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12
Q

Hofstede’s Dimensions

A
  1. Individualism
  2. Power differences
  3. Uncertainty - avoidance
    4, Masculinity
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13
Q

Cultural membership and language relation

A
  • Degree to which shared context/ mutual understanding influences talk
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14
Q

High vs Low context cultures

A
  • High context: more info in physical context or internalised in person
    Low context: highly verbal, mass info vested in explicit code
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15
Q

Sampling Biases

A
  • neglected 95%
  • majority North American
  • If not american, then asian (cautious of dichotomy)
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16
Q

Define Culture

A
  • Information capable of affecting behaviour acquired from other members of group through social transmission
  • Group in shared context
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17
Q

Dangers of culture

A
  1. Stereotyping
  2. Homogenizing (same as ingroup, dif from outgroup)
  3. Essentializing (characteristic seen as essence)
  4. Reifying (lack flexibility)
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18
Q

Overcoming dangers

A
  • Mindful of stereotyping specific ethnic groups
  • culture is not concrete, it is flexible and changes
  • culture might have emerged from distant locations
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19
Q

Adams & Markus (2005)

A
  • refer to culture as PATTERNS (rather than membership)
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20
Q

Key points about culture

A
  • Several definitions to do with: social learning, info transmission, shared context
  • cultural patterns emerge through peoples shared experiences that can move beyond groups
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21
Q

Cultural Psychology

A
  • Understand how culture reflects and shapes the psychological processes of their members - in a mutually reinforcing process
  • Mind and culture inseparable
  • psychological processes influenced by the content of peoples lives
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22
Q

Another definition of culture

A

Culture consists of explicit and implicit patterns of historically derived and selected ideas and their embodiment in institutions, practices and artifacts.
- over-arching general ideas manifested in daily experiences and institutions of culture as well

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23
Q

Ideal Affect

A

ideal emotional state, changes with culture.

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24
Q

Cultural differences - ideal affect

A

Individualistic - high arousal states
- influence others to meet your needs
Collectivistic - low arousal (calm)
- change your needs to fit in with others

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25
Q

Parent-child interactions and ideal affect

A

Children socialised to value certain affective states over others.
Story books are a cultural product revealing ideals

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26
Q

Ideal Affect - Outside the Head STUDY

A

Tsai et al. (2006)
Study 1: Taiwanese vs European-American vs Asian-American
- preference for arousal states changed with ethnicity
- EA (high > AA > T (low)
Study 2: books sold
- EA books - more excited experiences
- T books- more calm experiences
* outside experiences and cultural products reinforce psychological processes

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27
Q

Outside the Head

A
  1. daily experiences and practices (intangible)

2. Cultural products (tangible)

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28
Q

Priming study

A

Children from IND and COL cultures shown both exciting vs calm book

  • EA preferred bigger/excited smile (no effect of condition)
  • those in excited condition more likely to perceive smile as happier
  • EA preferred more exciting activities (playground)
  • excited condition more likely to prefer exciting activities (irrespective of group)
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29
Q

Cross-cultural definition

A

The study of similarities and differences in individual psychological functioning in various cultural and ethnic groups - relationship between psychological variables and sociocultural, ecological and biological variables and changes of

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30
Q

Yang (2000) 3 goals of CC

A
  1. Transport and test (general piece of knowledge that is taken to a new context and test)
  2. Explore and Discover (explore construct, understand variation - discover something about construct)
  3. Integration (integrate new theory and idea, so it is better representation of process)
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31
Q

The difference between cross-cultural and cultural psychology

A

Cross cultural:
- Natural science
- mind/culture distinctiveness
- context free definitions of psychological and behavioural practices
- Universal explanations
VS Cultural:
- Psychology/anthropology hybrid
- Mutual constitution of mind and culture
- Context-bound defintions
- psycholgy is understood with context as it develops

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32
Q

Etic approach to culture

A

An etic approach involves looking at groups of cultures at one time. A classification system is imposed whereby the classification of criteria is external to the culture being studied. It favours universals - concepts and methods not derived from the culture of interest are applied to examine how the concept is realised in that culture. It argues that with careful administration of tests of psychological constructs they can be reliable and used across cultural settings.

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33
Q

Emic approach to culture

A

In an emic approach to culture, psychology is examined from the point of view of the culture of interest. It is culture specific and avoids imposing external concepts or methods but seeks to discover concepts from within. For example, tradition and the values placed around different traditions.

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34
Q

Two methods of trait approaches to personality

A
  1. Lexical studies
    - describe people they know by rating them on trait adjective scale (normally 5-7 points)
    - Factor analysis is often used as if the five factor model of personality
    - This approach works on the assumption that the most important personality traits are encoded as words in natural languages, and analysis of these words will lead to an acceptable personality model.
    (Maybe not? Philipino Indigenous Psyc)
  2. Questionnaires
    - Rate yourself on statements about characteristics, feelings and behaviours
    - NEO personality inventory based on OCEAN FFM
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35
Q

McCrae & Terracciano (2005) - Etic personality study

A
  • NEO personality questionnaire was conducted in 30 + studies globally and translated into 40+ languages
  • the questionnaire was well-administered and personality seemed to generally conform to the FFM globally
    Limitations
  • Translation issues, made in english translated out, does not account for differences in personality words
  • Could be traits that describe personality out of a western/european context - even if people fit the FFM, these traits might not be the most important in different cultures
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36
Q

Cheung et al. (2001) - Emic personality study

A
  • Aim to develop a personality assessment for Chinese people in the republic of China, Taiwan and Hong Kong
    To determine what constructs of personality were important they used contemporary chinese novels, chinese proverbs, street survey, pilot study, chinese psychological literature on personality
  • Can see they were trying to discover an appropriate personality model from within chinese culture adn not apply methods of concepts from elsewhere
  • 6 factor structure created, included interpersonal relatedness
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37
Q

NEO studies critique (5)

A
  1. Evidence of FFm doesn’t preclude possibility of additional factors specific to a cultural context
  2. Evidence for a factor doesn’t mean it is equally important of value in every culture
  3. Challenges to the idea that personality is linked to a behavioural self
  4. Heavy reliance on westernised studies
  5. Methodological concerns regarding etic measure
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38
Q

What are the Etic methodological concerns? (4)

A
  1. Cultural equivalence (extent to which measures mean the same thing across cultures - errors of omission and errors of commission)
  2. Conceptual equivalence (does a concept mean the same thing across culture?) (e.g., dependency in Japan vs USA)
  3. Scale equivalence
  4. Response bias
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39
Q

What are errors of omission and errors of commission?

A

Errors of Omission is when you fail to do cross-cultural work, it leads to generalised statements about the nature and determinants of behaviour.
Errors of Commission is when the researchers are insensitive to the group under investigation. It means assumptions are made that the concepts under investigation transfer across cultures and mean the same thing.

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40
Q

What is an imposed etic?

A

Assuming that the psychological dimensions measured by the instrument of scale mean the same thing between cultures.

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41
Q

Overall, what approach does John Berry argue for?

A

Berry argues for the ultimate ideal of a derived etic, which can be applied cross-culturally and lead to universal or general principles of psychology.

42
Q

Describe He Awa Whiria

A

The braided rivers approach. Blend of Kaupapa Maori principles and Western approaches. Western stream influences KM program and vice versa, which leads to a KM evaluation and western evaluation and an overall consensus of program efficacy.
Etic view: cross-culturally and context independent, universals
Emic view: Specific and relevant indigenous constructs, context dependent.

43
Q

He Awa Whiria example

A

Te Kopae Piripono - early childhood education based whanau intervention. Aim to understand the importance of KM and earlylife and whanau programmes have on whanau health, well-being and educational outcomes.

44
Q

Houkamau & Sibley (2018) - MMM-ICE

A

The MMM-ICE was developed as an assessment tool for improving Maori outcomes for high and low levels of Maori identity. Maori people are included in a western framework of research which does not fit in with Maori culture - leaving patients feeling helpless with no indigenous perspectives of identity or understanding of culture. It tracks the change and development in identity.
Currently, it is at the this update (MMM-ICE 3) which has reduced identity to seven factors.

45
Q

7 factors in MMM-ICE 3

A
  1. Group membership evaluation
  2. Cultural efficacy and active identity engagement
  3. Interdependent self-concept
  4. Spirituality
  5. Socio-political consciousness
  6. Authenticity beliefs
  7. Perceived appearance (new)
46
Q

Indigenous Psychology

A

Approach to understanding human behaviour in the context of the people being studied. Study the behaviour native to the group not transported from other areas, it is research designed for the people.
- EMIC, emphasis on SHARED MEANING

47
Q

What did Virgilo Enriquez do? Why was this important?

A

Enriquez was the founder of Sikolohiyang Pilipino (Filipino Psychology). He looked at both emic and etic approaches to understanding Filipino culture.

  1. Indigenous from without (The search for local equivalents for assumed universal concepts)
  2. Indigenisation from within: formalising cultural values - interrogating values of people in the context, investigate cultural values and ideas about psychology from within
48
Q

Rogelia Pe-Pua - methodology

A

Research methodology is guiding in ID. The quality of data = quality of the relationship between researcher and participant.. - Participants should be equal or superior

  • Welfare of participants central
  • Adjust methodology to adapt cultural norms
  • Argue for a mixed methods approach
49
Q

Strengths and weaknesses of a mixed approach

A

Strengths:
- help get a complete picture of research problem
- portal to enable qualitative data in quantitative study and vice versa
Weaknesses:
- Training required in both methods
- greater cost of time and money
- not open to all audiences

50
Q

Cultural-Indigenous-Cross link:

A 
SAME: 
- focus on socialisation and development
DIFFERENT:
- Cultural: Qualitative and quantitative
Cross: quantitative
Indigenous: Qualitative
I-C:
- Both within the culture
Cross:
- Between cultures
51
Q

Kaupapa Maori description

A
  • Developed by G Smith (1990)
  • Contextually embedded definitions
    Principles:
  • self-determination
    -cultural aspiration
    -SES mediation
  • Collective philosophy
  • extended family structure
  • respectful relationships
  • Treaty of waitangi (Participation, partnership, protection of Maori)
52
Q

Importance of KM

A
  • Relational research that is community driven and benefits the needs for Maori communities
  • Changes to be made to ensure psychologists are culturally trained
  • Look within the Maori community to help their community rather than applying western frameworks
53
Q

Matauranga Maori

A
  • Emphasis on Maori knowledge and is maori centred
  • Research involving Maori
  • > Maori researchers, participants derived from Maori world view
54
Q

Pasifika Indigenous Research - Why

A

The Pasifika population in NZ is growing, and consists of the youngest proportion of people in an NZ ethnic group. Hence, research in NZ needs to consider the growing population of Pasifika and use Pasifika indigenous psychology in order to understand their experience - especially their experience in NZ.

55
Q

Tualaulelei, E., & McFall-McCaffery, J. (2019)

A

The Pacific Research Paradigm. Emerged as a response to the lack of recognition of pasifika in academia. Little research was being contributed to help these marginalised communities leading to increased incarceration and delinquency - the PRP came about to focus on pasifika and their experience specifically to improve their outcomes.

56
Q

Va Importance

A
  • Central in Pasifika cultures
  • Social space = physical space - space relates us not separates us
  • Interpersonal relationships, two people are connected physically in space
  • Self- concept relates to being a part of the community, va is the value that maximises the relation between individual and group
57
Q

Tauhi Va/ Tausi Va

A
  • To nurture or tend to
  • Describes a commitment to nurturing sociospacial ties. Key to collectivistic cultures is nurturing of ingroup ties - maintaining social space = meaningful social relations.
  • Developed and maintained through genealogical and kinship ties - links to place and reciprocal gift exchanges
58
Q

Pacific psychology

A
  • Indigenous psychology that emerged as a refute to misrepresentations of pacific people’s cultures.
  • protect ways of being and knowing, affirm cultural contexts, ways of life, customs and how to operate
  • Reconstruct research from pacific-indigenous perspectives
59
Q

Describe the Kakala approach

A
  • Tongan framework of understanding Tongan behaviour with their context
  • Represents a garland of flowers worn on special occasions
60
Q

What are the research processes in the Kakala model?

A
  1. Teu and Toli
    - Teu to prepare (flowers/research)
    - Toli: select flowers, rank on significance/ Research - identify question, decide on research, gather participants info
  2. Tui
    - to string a garland
    - organise and put ideas in a way that suits bith client and researcher, looking for patterns, collective data analysis
  3. Luva
    - Giving of garland
    - Dissemination of research, recognise gift of giving from participation, created with care
  4. Malie and Mafana
    - Malie- is the research empowering? (good performance)
    - Mafana - did the research transform communities (warmth)
61
Q

Kakala Methodology and Ethics of research

A
  • Respect human dignity
  • Protect integrity of participants
  • Respect knowledge
  • e.g., gender roles in Tonga differ
62
Q

Describe Talanoa Methods

A
  • Another Tongan Approach
  • Transformation of talking into an interview method
  • PARTICIPANT FOCUSED
  • asked to reflect, critique, argue, express understanding of concept
    Dr Sione Vaka
  • Used talanoa methods to explore tongan interpretations of mental health
63
Q

What is Fa’afaletui?

A
  • Samoan method - uses samoan dialogue as basis for approach to health and well-being and is mindful of cultural norms
  • 3 perspectives: mountain, tree, canoe
  • all equally necessary but give slightly different POVs on concept
  • About using dialogue for groups to arrive at consensus
64
Q

Samoan perspective on mental health

A
  1. Self concept:
    - the relational self (Va)
    - Tapu and Sa of relationships (sense of worth -> obligations and duties - changing)
    - Spirituality and self (linked to mental states)
  2. Causes
    - Breaches fo tapu and sa (result of transgressions, appropriate reconcilation necessary)
    - Pressures of living in NZ (lack of recognition of status - familial obligations and generational conflicts)
  3. Services
    - Influence of self-concept on services (shift from individual to relational model)
    - Models of psychiatric care - should be combined
    - Role of confidentiality (shared with family)

[Fa’afaletui led to high levels of disclosure and trust]

65
Q

Independent vs Interdependent Self-concept

A

Independent: self-contained, inner attributes comprise the self and are stable across life and context. They are self-bounded and unique to the individual.
Interdependent: Self is related to others and being connected to others. The self is socially embedded, where it is shared with others esp. those close to you. Less focus on inner attributes more to social relations (less diffentiation)

66
Q

Rosenberger (1992)

A

Interdependent self as a tree. The essence of the tree (self) is maintained even if the shape and colour (context) change.
E.g., highly malleable and context-dependent East Asian self.
The role of other: treated differently from ingroup, only attend to needs of ingroup

67
Q

Reciprocity as example

A

Interdependent self: Reading the others mind

Independent: Asserting ones mind (give choice)

68
Q

How is self-concept measured?

A
  1. Explicit self-description
    - Face-valid method (how people describe/view themselves)
    - 20 statements task
    - Questionnaires - Singelis questionnaire
  2. Unconscious self-regulation
    - How do you regulate behaviour in ways that are specific and characteristic
    - Cultural tasks framework
69
Q

20 statements task

A 
Kuhn & McPartland (1954)
- State 20 things that describe yourself
Cousins (1989) coding scheme:
1. Physical attributes
2. Nominal personal attributes
3. social group
4. personality
5. Universal attributes
Ma & Schoeneman (1997)
- US - more non-social staements than non-social
- Masai and Sambura tribes - more social than non
70
Q

Singelis Questionnaire

A
  • More positive = more independently focused, along one dimensions
71
Q

Unconscious self-regulation

A

Kitayama et al (2009)

  • self-concept is reflected in the ways in which you perceive, think and act
  • how one responds to emotional and motivational tasks is implicit way to understand sense of self
72
Q

Cultural task analysis

A
  • cultures prescribe tasks that lead to achieving IND/INTER selves
  • context incentivises you to behave in certain ways - fulfil cultural mandates
  • tasks: IND - act on basis of own attitudes and preferences (self uniqueness, promotion, esteem)
    INTER - person acting according to norms (ordinary, self-effacing, honor, respect)
  • cultural mandate -> cultural tasks -> psychological tendencies
73
Q

Cultural Mandates

A

Kitayama et al (2009)
- cultural mandates are general goal states and ideals sanctioned by a particular group
linked to philosophical traditions
abstract

74
Q

Historical origins of IND and INTER

A

IND:
- self defined by self sufficency, autonomy focus on individual
- reformations and enlightenment
INTER:
- self is decentered and defined by social relationships
- Buddhism(unity), taoism (Flexibility), confucism (hierarchy), shintoism (part of whole)

75
Q

What is a psychological tendency?

A
  • Examples of cultural tasks
  • They are how people think and feel as a result of an abstract mandate that results in a task
  • E.g., tasks of self-uniqueness and ordinariness influence attribution tendency
76
Q

Attribution (psych. tendency)

A

Mong & Peng (1994) FISH (US vs China)
IND: dispositional attributions, focus on internal and personal
INTER: situational attributions, favours contextual att.
Hong et al (1997) - Cultural priming attributions
- triggers: cultural products of icons to induce certain frame of mind
- Hong Kong participants
Feinberg et al (2018) - attribution and punishment - strict retributive justice systems in collectivistic
- social harmony and welfare impt. -> thus harsh

77
Q

Attention (psyc tendency)

A

IND: analytic, focused attention
INTER: Holistic, attention to broader social env.
Masud & Nisbett (2001)
- Japanese vs US
- Attentionto the field
- Japan recall background info, start sentence by referring to thing, US recalled inert info, start with focal/active ibjects
Attention to relationships:
- Japanese more likely to refer to animal behaviour, US describe objects
Recognition memory for objects:
- Japan more affected by background, US can decontextualise
* reminding of uniqueness - more focused attention, remind of similarities - holistic

78
Q

Vignoles et al (2016)

A

Moving beyond east-west dichotomy
- challenge two dimensional model
- don’t ask how much, ask in what ways
self-report measures don’t show cross-cultural differences
- tested a 7 factor model on 50 nation groups - good fit

79
Q

IND/INTER 7 factor model

A 
IND:
- difference
- self-containment
- self-direction
- self-reliance
- consistency
- self-expression
-self-interest
INTER
- similarity
- connection
- harmony
- dependence
- variability
- commitment
- receptiveness
80
Q

Child socialisation - Autonomy

A
  • Independent, agentic, autonomous, relationships self-selected
  • western middle class, high education, late parenthood, nuclear families, few children
81
Q

Child socialisation - Relatedness

A
  • Hierarchical relatedness, coded in terms of social relationships and obligations
  • action autonomy - independent and self-reliant to fulfill obligations
  • non-western, subsistence based farmers, lower education
82
Q

Child rearing principles - Autonomy

A
  1. Individuality (self-maximisation)
    - interact exclusively
  2. Mental agency
    - mental states
  3. Self-worth - dyadic attunement
83
Q

Child rearing principles - Relatedness

A
  1. Community and communality
  2. Obligation
  3. Modesty and Respect
84
Q

Socialisation Goals - Autonomous child

A
  1. personal choice
  2. self-maximisation
  3. self-esteem
  4. intrinsic forms of motivation and persistence
85
Q

Socialisation goals - Related child

A
  1. connectedness to family
  2. orientation to larger group
  3. respect and obedience
86
Q

Inter-relation of autonomy and relatedness

A
  • Individualism-Collectivism - Group level
  • Autonomy and relatedness - individual level
  • Blurred boundaries of IC orientations
    1. Conflict (interfering with each other)
    2. Additive (both fundamental)
    3. functional dependence (path to each other)
87
Q

How does language influence socialisation?

A

The style of parent child interactions are influenced by belief systems. The language used with children provide insights into cultural knowledge transmission and reinforce the values

88
Q

Katherine Nelson - Community of Minds

A
  • Argues children don’t acquire a Theory of Mind, but rather enter a community shared by people who are related by common purposes & understandings
  • One enters through repeated interactions with the social and cultural world, its people, activities norms and a means of communicating
  • goal is to share meaning and fully participate in cultural activities
89
Q

Why are parent-child interactions important?

A
  1. for general language ability, including emotion knowledge and social understanding
  2. Knowledge and use of mental state language
    - talking about others influences others emotions, helps to learn about social connection, lack of social communication might lead to social withdrawal
90
Q

How culturally determined social goals influence language interactions - STUDY 1

A

Pacific Family Study (Taumopeau, 2015)
- MS talk increases from 3, emotion -> desires -> cognitive
- Mental state talk as a function of ethnicity
- NZE identifiers use more mental state talk than P.I (flatter)
- From 26 months, mothers and fathers differ
- Expansions - NZE show classic trajectory (peak at 26 months, tapers as language develops, older peak in PI)
(PI peak, expansion on utterances, about 26 months)
- The stronger pacific orientation, the less likely for utterances to be expanded

91
Q

How culturally determined social goals influence language interactions - STUDY 2

A

Iran and NZ mothers (Taumopeau et al., 2019)

  • Iranian mothers talked more about desire and emotions, NZ emphasises cognitive
  • Child oriented talk for NZ< other-oriented in Iranian
  • Iranian talk about behavioural rules and evaluation, NZ did not
  • Iranian mothers saw interactions as opportunities to teach children about norms and rules
92
Q

Implications of studies

A
  1. Theoretical - cultures vary in ways in which children are inducted in to community of minds, entry via range of routes
  2. Practical - cultural capital - how do we assess and teach children? how do we maximise what is useful in own context?
93
Q

Development & environment

A

Mutual constitution: environmental actors in developmental research are considered but framed as external and homogenous influences in child’s individual characteristics, need to study children in context

94
Q

Children’s collaboration

A
  • mexican heritage children collaborated with intiative more regularly than middle-class european
  • european reported to do chores more on adult control more
    home collaboration initiative - more fluid collab
  • adult control - divided decision making
  • argue for additive model for collaboration, educational institutions can build on skills children bring
95
Q

How can subjective well-being be measured?

A
  1. Affective balance - measure of emotional balance between positive and negative emotional experience
  2. Global Cognitive Judgement
96
Q

What are the scales used to measure subjective well-being?

A
  1. Affect scale - NA-PA

2. Life satisfaction - 5 items on 7 point likert scale

97
Q

How is subjective well-being predicted?

A
  1. Perceptions of life satisfaction are constructed by the individual (appraisal variation and criteria you judge with)
  2. Perceptions of life satisfaction can also be influenced by chronic individual responses (draw on internal and external experiences)
98
Q

What well-being predictive factors are consistent across cultural groups?

A
  • Money
  • Human rights
  • Efficient governments
  • Low levels of unemployment
    [Fundamentals]
99
Q

What well-being predictive factors differ across cultural groups?

A
  • IND: measure by what you want to do
    • Appraisal: associated by internal processes
      (emotions, beliefs, attitudes)
  • INTER: How well you satisfy social expectation
    • associated with external process expectation
  • difference lies in the cues attended to when describing well-being
100
Q

What two self-construals reflect fundamental differences in attribution of behaviour?

A
  1. self-concept

2. Cultural mandates

101
Q

World Values Survey - Hypotheses derived from cross cultural differences in appraisal of well-being (internal vs external drivers)

A
  1. Greater the positive affective balance related to greater life satisfaction
  2. Affective valence related to life satisfaction (positive affect positively related to LS)
    [stronger effects for more individual countries]
  3. relative contribution of emotions and norms in predicting life-satisfaction across cultures
    - I-C moderator (study)
    - normative life satisfaction survey
    - emotions and norms equally predict ls in collectivist cultures, emotions more important for individualist
102
Q

Quality of life - diener et al. (2000)

A
  • argued to move beyond economic indicators
  • better life initiative - 11 areas of QOL
  • Living standards framework (NZ) - 12 areas of QOL, includes cultural identity

Cultural Psychology (1 decks)

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